f- 


A  SYLLABUS  OF  CIVIC 
PROBLEMS 


STATE  NORMAL  SCHOOL 
SAN  JOSE,iCAt. 


California 
Statu  Printing  Ofpice 

1916 


A  SYLLABUS  OF  CIVIC 
PROBLEMS 


STATE  NORMAL  SCHOOL 
SAN  JOSE,  CAL. 


California 
State   Printing   Office 
19  16 
21714 


G 


■^'  "^ 


,Ql- 


EXPLANATORY  NOTES. 

This  syllabus  is  intended  as  an  aid  to  student-teachers  and  pupils. 
It  suggests  a  few  of  the  many  civic  problems  awaiting  investigation  and 
solution.  While  it  may  be  used  in  the  order  of  arrangement,  the  plan 
of  the  author  is  to  study  such  subjects  as  are  uppermost  in  the  public 
mind,  thus  bringing  the  pupil  in  touch  with  community  thought.  This 
gives  a  chance  to  coordinate,  the  work  of  the  schoolroom  with  the  needs 
of  the  public  and  affords  opportunity  for  both  to  work  together  for  the 
common  good. 

The  wide  range  of  readings  makes  it  possible  for  each  pupil  to  con- 
tribute a  different  point  of  view  regarding  the  question  under  discussion. 

CLARA  H.  SMITH. 
Supervisor  of  Civics  and  History,  State  Normal  School,  San  Jose,  Cal. 


METHOD  OF   USING  SYLLABUS. 

1.  Choose  a  civic  topic  that  is  attracting  or  should  attract  public  attention. 

2.  Assign  readings   to  different  pupils  upon   various  phases  of  the  subject  as  sug- 

gested by   the  syllabus. 

(Readings  to  be  adapted  to  the  degree  of  mental  development  of  the  pupils. ) 

3.  Through   re^adings   and   discussion,   arrive   at   a   conclusion   of  what  ought   to   be 

done  by  the  community  in  dealing  with  the  problem    (/.  e.,  fix  a  standard  of 
attainment). 

4.  Note  wherein  the  community  fails  to  attain  the  standard. 

5.  Conclude  as  to  what  the  pupils,  the  school,  or  the  community  should  do  to  bring 

about  the  desired  reform.     This  might  be:  (a)  Real  labor,      (b)  Stir  up  public 
sentiment,      (c)   Give  money,      (d)  Bring  about  legislation,     (e)  Enforce  law. 
0.  Proceed  with  what  the  school  and  the  individual  members  cau  do. 

ILLUSTRATION   OF   METHOD, 
A   Business   Manager  Charter  for  the  City. 

Instructions  to  pupils. 

1.  Study  a  chart  of  the  proposed  charter  which  shows  diagramatically  the  cen- 

tralization of  responsiblity. 

2.  "Read  the  parts  of  the  charter  which  you  can  understand.     Read  further  as  to 

how  the  city  manager  government  works  in  other  cities,  such  as  Dayton,  Ohio ; 
Springfield,  Ohio. 

3.  Study  the  existing  charter  and  note  its  defects. 

4.  Decide  whether  the  proposed  charter  is,  or  is  not,  adapted  to  the  needs  of  the 

city. 

5.  Get   mothers,   friends,   and   acquaintances   to  register   so   that   thej'   may   vote, 

when  the  times  comes,  for  or  against  the  proposed  charter. 

336432 


4  STATE    NORMAL,   RCHOOL,    SAN    JOSE, 

CHAPTER   I. 

HOMES   FOR  THE    PEOPLE. 
Section   1.     Planning  the  City. 

1.  Location  of  the  city,  how  determined. 

a.  Topography  of  surrounding  country  ;  mountains,  plains,  waterfront,  etc. 

b.  The   resources   of   adjacent   country. 

c.  Water   supply.     Need   for  sanitation,    irrigation,   fire   prevention,    transpor- 

tation. 

2.  Streets. 

a.  Plan  to  prevent  congestion. 

b.  Connect  principal  units  of  city  such  as  business  section,  civic  center,  etc. 

c.  Width  of  streets  determined  by  traffic. 

d.  Advantages  of  "I'adial"  streets. 

e.  The  use  of  curved  or  "ring"'  streets. 

3.  Civic  center. 

a.  Central   location — reasons. 

b.  Provisions  for  future  growth. 

c.  Consists  of  national,  state,  county,  city  buildings,  etc. 

4.  Transportation. 

a.  Railway.     Ground,  subway  or  elevated.     Which  desired? 

b.  Location  of  freight  and  passenger  depots. 

c.  Advantage  to  city  of  railroad  and  interurban  lines. 

5.  Kind  of  factories  and  industrial  plants. 

a.  Determined  by  nature  of  surrounding  country. 

b.  Location  of  industries. 

c.  Advisability    of   "zone"    system,   of    "satellite"   cities. 

d.  Significance   of   cheap   transportation. 
G.  Housing. 

a.  Location  of  workingmen's  homes.     Cheap  transportation. 

b.  Location  of  homes  for  the  wealthy. 

c.  Emergency  homes  for  unemployed. 

7.  Social  centers. 

a.  Parks,  squares  ;  how  frequent. 

b.  I'laygrounds  ;  location,  number,  large  municipal,  small  local. 

c.  Municipal  hall ;  dancing,  skating,  etc. 

d.  Schoolhouses. 

e.  Churches. 

8.  Beautifying   the   city.     See   "city   beautiful." 

9.  Value  of  city  planning. 

a.  Economic — increases  business  activity  ;  eliminates  waste  ;  promotes  health ; 

provides  safety. 

b.  Social — prevents  innnorality  :  jjrevents  crime. 

c.  Aesthetic. 

10.  Correction  of  defects  in  city's  growth. 

a.  The  advice  of  an  expert. 

b.  Option  on  cheap  land. 

c.  Co-operate  with  civic  organizations. 

d.  A  city  planning  commission. 


SYLLABUS   OF    CIVIC    PROBLEMS.  5 

Field  Work. 

1.  Study  the  plan  of  your  own  city.  Use  a  map  of  the  city.  Your  general 
knowledge.  State  the  defects  that  are  developing  and  show  how  they 
should  be  corrected  before  the  city  increases  in  size.  Note  where  popu- 
lation is  becoming  congested.     How  could  it  be  prevented? 

a.  Note  how  the  congestion  of  street  traffic  might  be  prevented. 

b.  Decide  what  streets  to  widen ;  what  new  streets  to  open. 

c.  AVhere  should  parks  and  plaj-grounds  be  located?     Give  reasons. 

d.  How   should   the   industries   be   localized? 

e.  What  restrictions   should   be  placed   upon   Iniikling? 

f.  What  boulevards  are  desirable? 

g.  How  should  a  civic  center  be  planned  for? 

h.  What  defects  in  the  railroad  location?     What  provision  for  railroad  cross- 
ings? 
i.  Other  changes.     Keep  in  miu'l   the  ultimate  gain  to  the  city, 
j.  Where  should  new  schoolhouses  be  built? 

References. 

Pupils'  Readings. 

McVey,  Frank  L.     "The  Making  of  a  Town."     Ch.  II,  III.  VII. 

Nida — "City.  State  and  Nation."     Ch.  II. 

American  City,  G:  39S — "The   Municipal   Spirit." 

American  City,  6:  71~> — Steiss,   C.   J.     "Fort   Wayne's  Civic  Awakening." 

American  City,  7  :  503 — I'ratt,  E.   E.     "Garden  Cities  in   Europe." 

American  City,  8 :  473 — Ford,     Dr.     James.     "Some    Fundamentals    of    Housing 

Reform." 
American  City,  8  :  422 — Diagrams.     Prize   Plans    Labeled. 
American  City,  8:  19 — Nolan.   .John.     "The   Factory  and   the   Home." 
American  City.  9 :  310 — Bartlett.  Dana  W.     "Torrance." 
American   City,  9 :  213 — "Fairfield,  a  Town  with  a   Purpose. " 
American  City,  11 :  380 — Bartholomew,   H.     "Publicity  and  City   Planning." 
American  City,  11:  38 — Cheney,   Chas.    H.     "What   the   City    Planning   Exhil)its 

Have  Accomplished  in  California." 
American  City,  12:  189— Ford.   Geo.  B.     "City  Planning  and  Real  Estate." 
American  City,  12  :  40 — -"Development  of  a  Town   Civic   Center." 
Survey,  27 :  1203 — Jensen,    Jens.     "Regulating    City    Building.'' 
Sunset,   30:   299 — Willard,   W.   AV.        "Moving  the   Factory   Back   to   the   Land," 

Torrance,  Cal. 
American  City,  12 :  241 — Pope,    R.    A.     "Community    Planning    with    Voluntary 

Restrictions." 
American  City,  12 :  379 — Adams,  Thomas.     "Scope  for  Municipal  Activity  Pend- 
ing Town  Planning  Legislation." 
For  Student  Teachers. 
Nelson's  Cyclopedia. 

Nolan,  John.     "Replanning  of  Small  Cities." 
Koester,   Frank.     "Modern   City   Planning  and   Maintenance." 
Wackers.     Manual  of  Plan  of  Chicago. 
Annals   of   American   Academy,   35:    287-96 — Crawford,   A.    W.     "City   Planning 

and  Philadelphia  Parks." 
Bulletin  No.  1 — Cheney,   C.  H.     "What  City  Planning  Commissions  Can  Do." 
Annals  of  American  Academy,  .59  :     283 — Smith.  J.  Russel.     "The  Reconstructed 

City." 
American  City,  6:  4G4 — Childs,    Stephen.     "Landscape  Architect  and   City   Engi- 
neer." 
American  City,  6:  557 — Ford,    Geo.   B.     "Digging   Deeper   into   City   Planning." 
American  City,  6 :  733 — Nolan,  John.     "Improvement  of  a  Country  Town." 
American  City,  7:  517 — ^Tribus,   I.   I.     "The   Citv   Economic." 


STATE    NORMAL    SCHOOL,    SAN    JOSE. 


American  City.  7  : 
Efficiency 
American  City,  7  : 
American  City,  7  : 
American  Citj',  7 : 


4 — Brunncr,     A.     AV.     "Readjustiiig     a     City     for     Greatei 


"Transportation    and    City    Planning." 
Planning   Exhibition. 
"Improved    Housing    Finance    and    Co- 

"Chamber    of    Commerce    and    City 


0— "Plans   for  Australia's   New  Capital." 

31 — Lewis,  N.  P.     "How  City  Planning  Bills  are  to  be  Paid." 

5G3 — Levitt,  G.  W.     "Suburban  Drainage,  Intercommunication 

and  Water  Supply." 

American  City,  8:  SSG— Maltbio.    M.    R. 

American  City,  9 :  004 — New   York   City 

American  City,  9:  521— Comc-y,    A.    C. 

partnership  Plan." 
American  City.  10:  448— Ford,    Geo.    B. 

Planning." 
"Satellite"  Cities. 

Survey,  29  :  13. 
Survey,  29:  117— Pullman. 
Survey,  29  :  287 — Norwood. 
Survey,  29:  ,582— Granite   City. 
Survey,  29:  781- Gary. 
Survey,  30:  337— Corey. 
American  Journal  of  Sociology,  17  :  590 — Howe,  F.  C. 

ing  Agency." 
American  City.  12 :  3 — Lathrop,    John.     "Chile's    Interest   in    City    Planning." 
American  City,  12  :  470 — Williams.   F.   B.     "City  Planning  Restrictions  on   Pri- 
vate Property." 
American  City.  13 :  24 — Williams,    F.    B.     "City    Planning   Restrictions    on    Pri- 
vate  Property." 


"The  City  as  a  Socializ- 


Ssction  2.     A  Standard  of  Housing. 

1.  Good  housing:  why  of  social  concern;  bearing  on  health,  morals,  poverty,  efficiency. 

2.  A  standard  of  housing.     Consider: 

a.  Fresh  air  and  ventilation. 

b.  Light. 

e.  Privacy. 

d.  Safety. 

e.  Cleanliness. 

f.  Convenience. 

3.  Degree  to  which  standard  is  attained  in  local  housing. 

a.  Living  conditions  of  foreigners. 

b.  Living  conditions  of  casual  workers  in  lodging  houses. 

c.  Living  conditions  of  seasonable  workers. 

d.  Living  conditions  of  women  workers. 

4.  Cause  of  low  standard  of  housing  in  the  community  (if  standard  is  low). 

a.  Low  wages. 

b.  Low  standards  of  laborers  from  Europe  and  the  Orient. 

c.  Greed  of  landlords  and  real  estate  men. 

d.  Indifference  of  intelligent  people. 

5.  Relation  of  housing  to  delinquency  and  crime. 

(See  reports  of  other  cities  u:ul  1( 
C.  Reform  measures. 

a.  Planning  for  increase  in  growth  of  cily. 

b.  Awakening  civic  responsibility  on  part  of  those  having  houses  to  let. 

c.  Housing  by  social  organizations,  such  as  Y.  M.  C.  A.  and  other  societies. 

d.  I'roviding  municipal   lodging  houses  or  emergency   houses,  carefully   super- 

vised. 

e.  Providing  for  widows  with  children, 
^lakini;-  houK!  ownership  possible. 


•al   cou:  t   records  ) 


(See  City  Planning.) 


f. 


SYLLABUS    OF    CIVIC    PROBLEMS 


Field  Work. 


1.  Put  in  outline   form  tlie  kind  of  house  you   think  every  one  ought   to  live  in. 

(Keep  in  mind  principles  suggested  in  Standard  of  Housing.) 

2.  Learn  from  a  real  estate  dealer  how  much  such  a  house  rents  for. 

3.  Assuming  that  the  home  you  have  planned  is  that  of  a  day  laborer,  how  much  of 

his  wages  would  be  used  for  rent? 

4.  What  do  you  conclude  as  to  the  amount  of  wages  which  he  receives? 

5.  How  do  the  homes  of  the  workingmen  of  your  city  come  up  to  the  standards  you 

have  set?      (If  you  do  not  know,  take  a  walk  through  the  part  of  the  city 
where  the  workingmen  live.) 

6.  What  reasons  can  you  give  for  their  way  of  living? 

7.  Indicate  by  "Yes"  or  "No,"  on  the  survey  blank,  the  standard  of  your  own  home. 

8.  How  do  you  think  you  could  make  more  of  the  answers  "Yes"? 

Note. — The.se   surveys   will   give   the  teachers   considerable   insight   into 
living  conditions  of  pupils'  homes. 

9.  How  many  vacant  houses  in  your  city?      (Get  the  approximate  number  from  a 

real  estate  dealer.) 

10.  If  many  houses  are  vacant,  why  is  rent  so  high?      (Think  of  answers  yourself 

and  ask  others.) 

11.  What  advantages  would  there  be  to  the  ownere  of  these  houses  to  lower  the  rent? 

What  disadvantages? 

12.  What  provision   does  your  city   make   for  housing  the   unemployed?      (Ask   the 

Mayor.) 

13.  What  would  be  the  advantage  of  an  emergency  home  for  the  unemployed? 

14.  ■^Tiat  are  the  private  agencies  doing  in  the  way  of  housing?      (Inquire  of  the 

Y.   M.    C.   A.,   the   Associated   Charities,   the    Salvation   Army,   or   other 
existing  agencies.) 

15.  What  need  does  their  work  show  for  an  emergencj-  home? 

References. 
Pupils'  Readings : 
-   Riis,  Jacob.     "How  the  Other  Half  Lives"   (Select.). 

Riis,  Jacob.     "The  Peril  and  Preservation  of  the  Home"  (Select). 

Riis,  Jacob.     "The  Battle  with  the  Slums"   (Select.). 

Keingott,  G.  F.     "The  Record  of  a  City"   (Select.).      (A  survey  of  Lowell,  Mass.) 

Weller,  C.  W.     "Xeglected  Neighbors  in  the  National  Capital"   (Select.). 

Coulter,  Ernest  K.     "The  Children  in  the  Shadow"  (Select.). 

Solenberger,  Alice  W.     "One  Thousand  Homeless  Men"  (Select.). 

The  Bournville  A'illage  Trust.      (Pub.  of  Am.  City.) 

Wyckofif,  W.  A.     "The  Workers— The  East"  (Select.). 

Wyckoflt',  W.  A.     "The  Workers— The  West"  (Select.). 

Survey,  27 :  1313— England.  W.  P.     "The  Lodging  House." 

World  Today,   21 :   857 — Brown.   Edwin  A.     "Living  with   the  Homeless."     "The 

City  as  a  Landlord  of  the  Poor." 
World   Today,   21 :   940 — Brown,   Edwin   A.     "A  Municipal   Emergency   Home   a 

National  Need." 
Survey,  22 :  749 — Lewis,  O.  F.     "Municipal  Lodging  Houses." 
Conference  of  Charities  and  Corrections   for  1904  :   1.55-167 — Robus,   R.     "What 

Constitutes  a  Model  Municipal  Lodging  House." 
Conference  of  Charities  and  Corrections  for  1903 :  404-11 — Willard,  Alice  C.    "Re- 
instatement of  Vagrants  Through  Municipal  Lodging  Houses." 
Technical  World,  21 :  250 — Dawes,  R.  F.     "A  Ladder  for  the  Down  and  Outs." 
American  City,  9 :  71 — "Workingmen's  Dwellings  in  France." 
American  City,  9  :  69 — "Municipal  Tenements  for  Widows  with  Children." 
Craftsman,  26 :  349-51— "A  Model  Village  and  a  New  Building  Material." 
American  City,  12 :  16.5 — Kellogg.     "Improved  Housing  for  a  Mining  Town." 
Survey,  32:    1.54-56,   276-80,  366-71,  466-71,  575-84— Bacon,  A.  F.     "Beauty  for 
Ashes." 


8 


STATE    NORMAL    SCHOOL,    SAN    JOSE. 


Amorican  City,  32:  321 — Manning,  W.  H.     "A  Step  Toward   Solving  tlie  Indus- 
trial Ilousiilg  Problem."      (Goodyear  Heights.) 
American    City,    13 :    7-10,    93-100 — Dinwiddle,    E.    W.     "Management    of    Wage 

Earners'  Dwellings  in  England." 
Survey,  34  :  13S — Flagg,  M.  I.     "Better  Farm  and  Village  Homes."     Minnesota's 

Model  Plan. 
Outlook,  109:  851 — "Housing  and  Town  Planning  in  Belgium." 
Outlook,  107:  118— Bell,  Geo.  H.     "Wheatland  Hop  Field  Riot." 
Sun-ey,  31 :  708— Parker,  H.     "Wheatland  Hop  Field  Riot." 

Technical  World.  19  :  232 — Bergengren,  Ralph.     "Housing  the  Middle  Class  Man." 
For  Student  Teachers. 

Riis,  Jacob.     "The  Battle  with  the  Slums." 

Veiller,  Lawrence   (Russell  Sage  Foundation).     "Housing." 

American  Journal  of  Sociolog.v,  37 — Supplement  10-32. 

American  City,  S  :  473 — Ford,  James.     "Some  Fundamentals  of  Plousing  Reform." 

Arena,  30 :  420 — Knorr,  R.  H.     "Housing  of  Women,  A  Neglected  Phase  of  the 

Housing  Problem." 
Review  of  Reviews,  28  :  609 — Same  article. 
Outlook,  109  :  93(V-Jakobi,  P.     "The  Lodging  House." 
Annals    of   American    Academy,    51 :    132-9 — Nichols,    J.    C.     "Housing   and    Real 

Estate." 
Annals  of  American  Academy,  51 :  25 — Aronociei,  Carol.     "Cost  Factor  in  Housing 

Reform." 
Annals  of  American  Academy,  51 :  34 — Wilcox,  D.  F.     "Taxation  iu  Real  Estate 

Values  and  its  Effect  on  Housing." 
Annals  of  American  Academy,  51 :  82-91 — Chadsey,  Mildred.     "The  Old  House  as 

a  Social  Problem." 
Survey,  31 :  804 — Newman,   P.   J.     "Do  House   Improvements  Force  Increase  of 

Rents?" 
Survey,  32 :  4.31 — Koman,  Katherine.     "How  Spain  Provides  for  the  Housing  of 

Her  Wage  Earners." 
American  City,  11 :  35 — Comey,  A.  C.     "Plans  for  American  Garden  Suburbs." 
Survey,  33  :   293-7-— Oserofif,   Abraham.     "Community   Contrasts  in   Housing  Mill 

Workers." 
American  City,   12 :  202-4 — "What  Pittsburg  is  Doing  to  Improve  Housing  Con- 
ditions." 
American  City,  9 :  521-23 — Comey,  A.  C.     "Improved  Housing  Finance.'' 
American  City,  10:  5-7^ — Beer,  F.  G.     "How  to  Get  Cheap  Houses." 
American  City,  10:  525-29^ — Veiller,  L.     "Protecting  Residential  Districts." 
Survey,  31 :   804 — Newman,  B.   J.     "Do  Housing   Improvements  Force   Increased 

Rents'.'"' 


Standard    Homes. 

Name Address Date- 
Location  convenient  to  business  or  easy  communication  with  business 

Location — Easy  communication  with  school 

Lots   well    drained 

Outlook  pleasing 

Basement  or  cellar  light 

Basement  or  cellar  dry 

Basement  or  cellar  concrete 

Living  room  GOO  cubic  feet  of  air  for  each  person 

Living  room  ceiling  8  to  9  feet  high 

Living  room  gets  sun  during  the  day 

Living  room  provisions  for  heating 

Living  room   at  least  one  window  screened 

Living  room  separated  from  kitchen 

Jjiving  room   separated   from  sleeping   room 


SYLLABUS  OF  CIVIC  PROBLEMS. 

Living  room  ventilated  from  outdoor  air 

Living  room  walls  with  soft  colors 

Living  room  with candlepower  for  working 

Bed  room,  GOO  cubic  feet  of  air  for  each  person 

Bed  room  windows  one-twelfth  of  floor  space 

Bed  room  ceiling  8  to  9  feet  high 

Bed  room  gets  sunshine  during  day 

Bed  room  supplied  with  clothes  closet 

Bed  room  clothes  closet  ventilated 

Bed  room  provision  made  for  heating  otherwise  than  with  coal  oil  lamp 

Bed  room  windows  screened 

Bed  room  walls  soft  tints 

Electric  or  gas  light  with candlepower  for  working 

Bed  room  ventilated  from  outside  air 

Sleeping  porch  

Kitchen  walls  smooth  finish 

Kitchen  well  lighted 

Kitchen  free  from  dust  catching  appurtenances 

Kitchen  furnished  with  pantry  or  cabinet  cupboards 

Kitchen  furnished  with  sink 

Sink  connected  with  sewer  or  septic  tank 

Sink  of  porcelain  or  zinc 

Sink  board  back  enamel  zinc  or  other  substance  impervious  to  dishwater. 

Kitchen  furnished  with  hot  water  tank 

Kitchen   open   plumbing 

Kitchen  floor  painted,  oiled,  or  linoleum 

Windows  screened 

Gas  range   (if  any)   with  hood 

Stairs  (if  any)   rounded  corners 

Stairs  easy  of  ascent 

Bath  room  well  ventilated 

Bath   tub  porcelain 

Bath  tub  with  sewer  or  septic  tank  connection 

Bath  tub  open  plumbing 

Lavatory  for  face  washing 

Lavatory  open  plumbing 

Toilet  separate  from  bath 

Toilet  open  plumbing 


Note. — The  Standard  Housing  Survey  was  worked  out  by  a  class  of 
pupils  who  thought  these  were  the  minimum  requirements  that  any  home 
should  have. 


2—21714 


12 


STATE    NORMAL    SCHOOL,    SAN    JOSE. 


For  Student  Teachers. 

Cyclopedia  of  American  Goverumout — Immigration  Law. 

Nelson's  Cyclopedia. 

Hall.  Prescott  F.     Immigration.     Chapters  II.  III.  IV. 

Warne,  Frank  Julian.     "The  Immigrant  Invasion." 

Antin,  Mary.     "They  Who  Knock  at  Our  Gates." 

Ross.  A.     "The  Old  World  in  the  New." 

Annals    of    American    Academy.    34 :    223 — Rowcll,    Chester    H.     "Chinese    and 

Japanese  Immigrants." 
Ihid. — Yoell,  A.  E.     "Oriental  vs.  American  Labor. 

Ibid. — Irish,  J.  P.     "Reasons  for  Encouraging  Japanese  Immigration." 
Ibid. — Coolidge.  Mary.     "Chinese  Labor  Competition  on  Pacific  Coast." 
Survey,  31 :  720 — Gulick,  Sidney.     "The  Problem  of  Oriental  Immigration." 
Sunset,  31 :  1144-49— Lynch,  R.  N.     "Welcoming  the  Immigrant." 
Sunset.  32  :  nnS-OIJO  :  Sunset.  33  :  97-10."). 

North  American,  199  :  SGG-7S — Andrew,  A.  P.     "Cru.\  of  the  Immigrant  Question." 
■Outlook,  lOG :  340 — "The  Immigration  of  Asiatics." 
Annals  of  American  Academy,  54  :  24.j-2r)l — Stowell,  Ellen  C.     "The  Policy  of  the 

I'nited  States  in  the  Pacific." 
Survey,  25 :  S25 — "House  Awakening  in  St.  Louis." 
Sun'ey,  25  :  767— "Huddled  Poles  of  Buffalo." 
Outlook,  103  :  12 — "Dangerous  Immigrants." 
Outlook,  89 :  289- Sherwood.     "A  Friend  on  Deck." 

Review  of  Reviews,  49 :  342 — Steiner,  L.     "Our  Recent  Immigrants  as  Farmers." 
World's  Work,  27 :  505 — 3500  College  Students  Humanizing  Industry. 
Outlook,  109  :  17G — Kennan,  Geo.     "Political  Refugees  and  the  Immigration  Bill." 
Outlook,  109 :  311— "Veto  of  the  Immigration  Bill." 
Survey,  34 :   170 — "European  Immigration  on  the  Inci'case  and  The  Immigrant's 

Chances  in  Pennsylvania  Today." 
Outlook,  110:  942 — "Ebb  in  Immigration." 

Literary  Digest,  50:  478— "Our  Illiterate  Immigrants."      (Map.) 
North  American,  201 :  667-70 — Harvey,  G.     "Effects  of  War  on  Immigration." 
Conference  of  Charities  and  Corrections  for  1913 :  26 — Taylor,  G.     "Distribution 

and  Assimilation  of  Immigrants." 
Conference  of  Charities  and  Corrections  for  1913:  42-72 — Blanpied,  C.  W.     "Report 

of  Special  Immigration  Survey  of  the  Pacific  Coast." 
Annals  of  American  Academy,  52:  159-68 — Koller,  Frances  A.     "Justice  for  the 

Immigrant." 
Survey,  32 :  295 — "First  Graduates  of  a  Shop  School." 


SYLLABUS   OF    CIVIC    PROBLEMS.  13 

CHAPTER   III. 

CONSERVATION    OF  THE   HEALTH    OF  THE   PEOPLE. 
Section   1.      Health   Agencies. 

1.  The  city's  administration  of  Public  Health  Laws— wherein  defective. 

a.  The  Board  of  Health  or  Health  Commissioners — how  appointed ;   to  whom 

responsible ;  relation  to  politics ;  qualifications  ;  term  of  office  ;  nature  of 
reports ;   powers  and   duties ;   appropriations  available. 

b.  The  health  officer — qualifications  ;  special  traininsr ;  selected  from  civil  service 

list ;  adequate  salary  ;  duties  :  problems  of  ofiice. 

c.  Food  inspector — traininj? ;  how  appointed  ;  service  rendered. 

d.  Other  officials. 

2.  Measures  taken  by  city  to  prevent  disease. 

a.  Ordinances   pertaining   to — screened   food  ;   milk  ;    manure  ;   wrapped   broad  ; 

garbage,  etc. 

b.  Inspection   of  household   premises   and   public  places   to   determine   whether 

sanitary. 

c.  Inspection  of  milk  and  other  food. 

d.  Eradication  of  germ  breeding  places. 

e.  Quarantine  of  contagious  diseases. 

f.  Cleanliness  of  public  baths. 

3.  Constructive  measures. 

a.  Laboratory  analysis. 

b.  Campaigns  waged  against  flics,  mosquitoes,  fleas,  rats,  dogs,  etc. 

c.  Use  of  newspaper ;  moving  picture  in  campaign  work. 

d.  School  health  day. 

4.  Co-operation  of  the  city  with  the  State  and  Nation  in  the  enforcement  of  State  law. 

State   Board   of   Health. 

How   it   co-operates  with   the    local    health    board. 

Field   Work. 

(Adapted   from   Diedrick's   Health   Survey.) 
Visit  the  Board  of  Health  or  the  health  ofiicer.     Ask  questions  from  them  that  you 
can    not    learn    by    consulting    charter    or    ordinances    pertaining    to    the 
following  subjects  : 

1.  Qualifications  or  requirements  of  health  officer.     Are  the  health  officers  from 

a  civil  service  list? 

2.  Efforts  to  prevent  contagious  diseases  spreading. 

Tuberculosis. 

Syphilis.     Gonorrhea. 

Typhoid  and  all  other  reportable  diseases. 

Diphtheria. 

Measles.     Mumps. 

3.  Food  inspection.     How   often? 

a.  Nature  of  meat  inspection. 

b.  Nature   of   baking   inspection. 

c.  Nature   of  grocery   inspection. 

d.  Nature  of  water  inspection. 

e.  Nature  of  dairy  inspectioa. 

4.  Nature  and  frequency  of  inspection  of  lodging  houses. 

5.  Nature  of  school  inspection. 

What  other  child  welfare  work? 

6.  Kind  and  use  of  city  laboratory. 

7.  Death  rate  per  1,000.     High  or  low. 

Compare  with  the  preceding  years.     1915,  1914,  1913,  1912. 


14  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

8.  Appropriation  for  1915,  1014,  1013,  1912. 

Per  cent  of  tax  levy. 

How  spent? 

Fees.     How  used? 

lioconls  made  of  receipts  and   expenditures. 

9.  Relation  of  healtli  department  to  (a)  garbage  removal,   (b)   to  sewage  system. 

10.  Movements  inaugurated  by  the  present  healtli  board. 

a.  Co-operation   with   civic   organizations, 
h.  Co-operation  with  city  departments. 

11.  Diseases. 

a.  Extent  to  which  diseases  are  quarantined. 

b.  Extent  to  which  diseases  are  reported. 

c.  Efforts  to  find  source  of  mfection  in  libraries,  schools,  elsewhere. 

d.  Fumigation.     When  done. 

At  whose  expense? 
Fumigation  of  lilu-aries. 
Fumigation  of  .school  books. 

e.  Supervision  of  venereal  diseases. 

f.  Investigation  of  industrial  diseases. 

Section  2.     Preventable   Diseases. 

1.  Typhoid. 

a.  Provide  pure  water  supply. 

b.  Demand  pure  milk. 

c.  Eliminate  the  fly. 

d.  Encourage  vaccination. 

e.  Segregate  or  confine  the  typhoid  carrier. 

2.  Tuberculosis. 

a.  Disinfect  all  houses  before  they  are  occupied  by  a  new  family. 
1).  Inspect  and  apply  tuberculin  test  to  cattle. 

(Disputed    question    wliether    Bovine    Tuljerculosis    can    be    ti-ansmitted.) 

c.  Care  for  the  patient.     Segregate. 

d.  Maintain  a  tuberculosis  clinic. 

e.  Banish  patent  medicine. 

f.  Other  ways. 

3.  Rabies. 

a.  Require  dogs  to  be  licensed. 

b.  Stray  dogs  killed. 

4.  Bubonic  Plague. 

a.  Require  cellars  and  basements  to  be  constructed   rat  proof. 

b.  Kill  all  rats  and  ground  squirrels. 

5.  Malaria. 

a.  Drain   mosquito    breeding   places. 

b.  Screen  houses. 

c.  Oil  on  water. 

0.  Small  Pox. 

a.  Compulsory  vaccination. 

b.  Quarantine. 

How  can  you  co-operate  with  the  health  department  in  its  effort  to  prevent  any 
of  the  above  diseases. 

Mosquito   Campaign. 

1.  Collect  facts  from  scientific  sources. 

2.  Learn  life  history  of  the  mosquito  (Anophilcs) . 

3.  Use   pictures  or  concrete   illustrations  to  show  inefficiency   from   malaria. 

4.  Learn  methods  of  getting  rid  of  mosquito. 

Destroying  breeding  places. 
Drainage,  oil,  etc. 

5.  Investigate  for  mosquito  breeding  places  at  your  home. 

li.  Report  what  you    can  and  will  do  to  get  rid  of  mosquitoes. 


SYLLABUS   OF    CIVIC    PROBLEMS.  15 

Fly  Campaign. 

1.  Get  all  the  information  you  can  about  the  habits  of  the  fly  ;  rapidity  and  places 

of  breeding ;  relation  to  special  diseases. 

2.  Make   a  set  of  posters — -each  pupil  one — that  will  illustrate  the  habits  and  the 

dangers  of  the  fly. 

3.  Place  them  in  the  shop  windows. 

(Note. — If   j-ou   want    them   to    stay,    do    not   put   them   where   food   is 
sold.) 

4.  Write  articles  attractive  in  style,  jingle  or  prose,  for  the  local  papers. 

5.  Ask  for  a  clean-up  day  before  the  fly  season  begins. 

Sanitary  Survey. 

1.  Make   a   survey   of   all   or  a    part   of   the  city   or   community   in   which  you   live. 

(Teacher  assign  certain  sections  of  the  city  to  be  visited  by  committee 
of  children.) 

2.  Note  the  street  and  number  where  unsanitary  conditions  exist  and  state  the  nature 

of  the  case. 

3.  Tabulate  results  thus : 


Street 


Main 


No.  Unsanitary  Condition  t       Degree 


25         Garbage  pile Very  bud 


4.  Make  a  pin  map  of  the  city  or  community,  showing  combined  results  of  surveys. 

5.  Note  especially  whether  there  are  unsanitary  conditions  about  your  home  or  your 

school.     If  so,  do  your  share  in  removing  them. 

6.  Indicate  which  cases  you  think  should  be  reported  to  the  Health  Board  or  the 

Civic  League. 

(Note. — Children's   judgment    is    not    always    sound    and    it    is    best   to 
have   the   opinion   of   adults   to   confirm   it.) 

References. 
Pupils'  Readings. 

Allen,  W.  H.     "Civics  and  Health." 

Haskius,  F.     American  (iovernment.     The  Public  Health.     195  ff. 

Coleman,  Walter.     A  Handbook  of  the  People.     133  ff. 

Heroes  of  Peace.     American  Peace  League. 

Current  Literature,  52  :  183 — "The  Last  of  the  Mosquito." 

Review  of  Reviews,  43 :  344-4G — Huber,  J.  B.     "Fighting  American  Typhoid." 

National  Geographic  Magazine,  21 :  371-83 — Cobb,  N.  A.     "The  House  Fly." 

Survey,  27 :  1952 — "Health  Day  by  Proclamation." 

Popular  Science  Monthly,  SG :  319-24 — -Winslow,  C.  E.  A.     "Community  Defense 
of  National  Vitality." 

Conference  of  Charities  and  Corrections  for  1913 :  109-71 — Kingsbury,  J.  A.     "Co- 
ordination of  Official  and  Private  Activity  in  Public  Health  Work." 

Technical  World — Millard,  B.     "Detectives  to  Trail  Disease." 

Survey,  32 :  77 — Manheimer,  W.  A.     "Mikveh  Baths  of  New  York  City." 

Review  of  Reviews.  49  :  301 — ^Dupuy,  W.  A.     "Uncle  Sam  Fighting  the  Diseases 
of  the  World." 


16  STATE   NORMAL   SCHOOL,    SAN    JOSE. 

For  Student  Teachers. 

Nelson's  Cyclopedia^     City  Charter- — City  Health  Ordinances. 

Howard,  Leland  O.     "The  House  Fly." 

World's  Work,  24:  78— Stockbridgc,  F.  P.     "How  to  got  Rid  of  Mosquitoes." 

Outlook,  101 :  031 — Mayo,  Earl.     "Our  new  Attitude  Toward  Disease." 

World's  Work.  23 :  510 — Oyen,  Henry.     "Cleaning  up  a  State." 

World     Today,     10 :     1022 — Southorland,     Douglas.     "Fighting     Ignorance     with 

I'ictures." 
Henderson.  Chas.  R.     "Social  Spirit  in  America."     Public  Health,  pp.  73  £F. 
Chapin,  Chas.  V.     "Sources  and  Modes  of  Infection." 
Herms.    W.    B.     "Protecting    California    Health    Resources    Through    Control    of 

Disease-Bearing  Insects." 
Survey,  34  :  ISO-OO— "A  Tri-City  Department  of  Health." 
Conference  of  Charities  and  Corrections  for  1913:  159 — Farrand,  L.     "Health  and 

I'roductive  Power." 
Atlantic    .Monthly,    113 :    030-41 — Whipple,    G.    C.     "The    Broadening    Science    of 

Sanitation." 
Survey,  32:    78— Harris.    Ella   D.     "Philadelphia   Bureau   of   Health    Helping   in 

Social  Service." 
Review  of  Reviews,  49 :  317 — Allen,  W.  H.     "Two  New  York  Health  Universities.'' 

Tuberculosis. 
Pupils'  Readings. 

American  City,  10:  544-0 — Kingsbury,  J.  A.     "Combined  Treatment  of  Tubercu- 
losis and  Poverty." 

Survey,  29 :  754— McLean,  F.  H.     "The  City  of  Life  and  Death." 

World's  Work,  26 :  151 — "Local  Care  of  Tuberculosis." 

United  States  Bureau  of  Education,  1913,  No.  18,  pages  18-22 — Dresslar,  F.  B. 
"Hygiene  and  Tuberculosis." 

United  States  Bureau  of  Education,  1913,  18:  40-43- Dresslar.  F.  B.     "Instruc- 
tion  Relative  to  Tuberculosis." 

Survey,  29:  803-4 — Carey,  II.  W.     "Restraint  for  Certain  Consumptives." 

For  Student  Teachers. 
Nelson's   Cyclopedia. 

Survey,  31:  583 — Kingsbury,  J.  A.     "The  Home  Ilosjiital  Exi)erinn'nts." 
Survey,  31 :  450 — -Edwards,   Alice   M.     "Where    Ignorance   is   Death." 
Survey,  31 :  313— -"Garment  Makers'   Union  Tackling  Ttiberculosis." 
Atlantic  Monthly,  113 :  747-54 — Brown,  W.  G.     "Some  Confessions  of  a  Tubercu- 
losis Patient." 
Survey,    30:    734 — Hamilton,    Alice.     "Tuberculosis    and    the    Hookwoiin    in    the 

Cotton  Industry." 
World's  Work,  20:  321-3 — Forbes,  E.  A.     "The  Truth  About  Tuberculosis." 
Survey,   33:    401-2— Sachs,    T.    B.     "Chicago's   Plan   Toward    Municipal    Control 
of  Tuberculosis." 

Typhoid. 
I'upils'  Readings. 

Technical  World,  20:  711 — Bergengren,  Ralph.     "Engineer  Doctors  to  (iuiird   the 

People's  Health." 
Survey,  31:  430 — Moll,  Ari.     "Routing  the  Dirtiest  Disease  in  tln"  World." 
Literary  Digest,  48:   1357 — "Shall  We  Inoculate  for  Typhoid  V" 
National    Geographic   Magazine,    24:    1146 — Grinncll.    A.    (}.     "Our   Army    vs.    a 

Bacillus." 
Hearst's    Magazine,   23:    (J37 — Williams,    II.    S.     "Conquest   of  Typhoid." 


SYLLABUS   OF    CIVIC   PROBLEMS.  17 

For  Student  Teachers. 

Bulletin  of  State  Board  of  Health  No.  11:  203 — Regulations  of  the  State  Board 
of  Health  for  Prevention  of  Typhoid  Fever. 

Typhoid — See  General  References. 

American  Magazine,  75 :  92 — May  1,  1913.  Hutchinson,  W.  "Cheap  Forms  of 
Life  Insurance." 

Independent,  75 :  199-202— Gould.  G.  M.     "Extinction  of  Typhoid." 

Independent,  74 :  71-3 — "Vaccination  Against  Tj'phoid." 

Outlook,  109:  803-4— "Typhoid  Mary." 

California  State  Board  of  Health,  No.  12:  318-342 — "Sanitary  Inspections." 

California  State  Board  of  Health  (1911),  No.  7:  480-82— Griswold,  H.  G.  "Self- 
Purification  of  Streams." 

Bubonic  Plague. 

Pupils'   Readings. 

Independent,  70:   1061 — Reed,   Sydney.     "How  to  Prevent  the  Plague." 
Review  of  Reviews,  43:  G08— Walsh,  F.  C.     "Prevention  Better  than  Cure." 

For  Student  Teachers. 

California  State  Board  of  Health.  Bulletin  No.  4.  1913:  1910.     McLaughlin.  A.  J, 

"The  Menace  of  Plague  in  Ground  Squirrels." 
Current   Literature,   53:   426 — "The   March   of   the   Black   Death  to   the   United 

States." 
Survey,  33  :  79-80 — "Preventing  Plague  Along  the  Entire  Sea  Coast." 
Outlook,  101 :  846 — "Repelling  Bubonic  Plague." 

V^^orld's  Work,  27 :  210— Hendrick,  B.  J.     "Fighting  Black  Death  in  Manchuria." 
Technical  World,  IS :  269— Bache,  Rene.     "To  Build  Out  the  Plague." 
Literary  Digest,  45  :  367 — "Fighting  the  Plague." 
Independent,  73:  360— Hirshberg,  L.  K.     "The  Black  Plague." 
Literary  Digest,  45 :  1026 — "A  Grim  Story  of  the  Plague." 
Harper's  Weekly,  50 :  135,  August  8,  1914— "War  on  Rats." 
Bulletin   of   State   Board   of   Health,   No.   3,   pp.   29-39— Snow,   W.   F.     "Present 

Status  of  Bubonic  Plague." 

Rabies. 

Pupils'  Readings. 

Review  of  Reviews,  43:  60S— Walsh.  F.  C.     "Prevention  Better  than  Cure." 
California  State  Board  of  Health.  Bulletin,  Vol.  9,  No.  4.     "Regulation  for  Control 
of  Rabies  in  California." 
For  Student  Teachers. 

Forum,  45;  439— Walsh,  F.  C.     "The  Problems  of  Rabies." 

California  State  Board  of  Health,  Vol.  9  :  23 — Sawyer,  W.  A.  "Increase  of  Rabies 
in  California." 

Malaria. 

Pupils'  Readings. 

Literary  Digest,  49  :  1006 — "The  Passing  of  the  Roman  Fever." 

Literary  Digest,  48 :  484 — "Railways  and  Malaria  in  India." 
For  Student  Teachers. 

Popular  Science  Monthly,  87 :  65-77 — Howard.  L.  O.  "Some  Pioneers  in  Mosquito 
Sanitation  and  other  Mosquito  Work." 

Forum,  52 :  565-72 — Hume,  E.  D.     "Lady  Anopheles." 

American  City,  10 :  535-6 — Deaderick,  W.  H.  .  "Malaria  as  a  Field  for  Philan- 
thropy." 

Herms,  W.  B.  (pamphlet).  "Protective  Measures  Against  Disease-Bearing 
Insects." 


3—21714 


18  STATE   NORMAL   SCHOOL,    SAN    JOSE. 

Sanitary  Surroundings. 

1.  Indicate   by   "yes"   or   ''no''   the   answers   to   the   following  survey   of  your  home 
and  surroundings  : 

Yard.     Garbage  in  covered  cans  or  in  fly-tight  receptacles 

Fowls  and  animals  30  feet  or  more  from  house 

(Tins  does  not  include  dogs,  cats  nor  pet  birds.) 

Manure  stored   in  tightly  covered  bo.K 

Yard  free  from  rat-harboring  trash 

Basement  free  from  rat-harboring  trash 

Basement  free  from  inflammatory  material 

All  toilets  or  privies  connected  with  sewer 

Floors  bare  or  with  removable  rugs,  or  rugs  and  carpets  shaken  or  vacuum- 
cleaned  weekly  

Individual  towels 

Individual  soap  or  liquid  soap 

Hot  water  for  bath  when  desired 

Dish  towels  and  cloths  clean  and  sanitary 

Rooms,    no   flies 

Rooms,   no   mosquitoes 

No  dust-catching  curtains  or  portieres 

Furniture,   light,  easily  moved 

AVhat  can  you    do  to  improve  the  sanitary  condition   of  your  home   sur- 
roundings   


Section  3.      Pure   Food,   Milk,   Meat,  Bread. 

2.  Visit  a  dairy  and  make  a  sanitary  survey  using  the  following  outline.     Answer 
"yes"   or  "no." 

Dairy  Survey. 

(Adapted  from   State  Dairy  Farm   Score   Card.) 

Name Address 

No.   of  cows 

1.  Yard. 

Well    drained 

Manure  cleaned  away  daily 

2.  Health. 

a.  Apparently    good 

b.  Tested  for  tuberculosis  yearly 

c.  Food,  clean Wholesome 

d.  Water,  clean  and  fresh 

e.  Water  abundant  

3.  Stables. 

a.  Well  drained  

Stable  yard  well  drained Clean 

Manure    removed    daily 

b.  Free   from  contaminating  surroundings,  such   as  urinal,   privy   vault,   cess- 

pool, or  horse  in  stables.     None  of  these  within  100  feet  of  stable 

c.  Floor  sound Tight,  with  gutter Floors  clean 

d.  Smooth,  clean  walls 

e.  Ceiling    smooth    and    clean 

f.  Light  good Evenly  distributed 

g.  Ventilation  good No  stale  odor 

h.  Stanchions Ties Mangere Clean 

i.  Ledges    smooth Clean 

j.   Windows Clean 


SYLLABUS   OF    CIVIC   PROBLEMS.  19 

Utensils. 

a.  Small    top    milking   pail 

b.  Boiling  water  or  steam,  clean  and  abundant 

c.  Milk    cooler Used 

d.  Milk    buckets Clean 

e.  Separator    clean 

Milk  room. 

a.  Free  from  contaminating  surroundings 

b.  Floor,   walls,  and  ceiling   clean 

c.  Good  drainage 

d.  Provided  with  brushes  and  cleaning  powder 

e.  Separated  from  barn 

f.  Milk    cooled    promptly 

g.  Milk  bottled  for  transportation 

Cleanness  of  milking. 

a.  Cows  brushed  clean 

b.  Udders  washed  and  dried  with  a  clean  cloth 

c.  Clean   milking   suits 

d.  Milk  removed  from  stable  promptly 

Few    flies 

Remarks.     State  your  general  impression  of  the  place  and  its  management 


Name  of  visitor 

Milk. 
Student  Teachers'  Readings. 

California  State  Board  of  Health,  0:  13.5-141— Kober,  G.  :M.     "Milk  in  Relation 

to  Public  Health." 
California  State  Board  of  Health,  G:  141-144 — Snow,  W.  F.     "California  Dairies." 
California   State  Board  of  Health,   G:144 — Brown,  Adelaide.     "The  Control   and 

Improvement  of  the  Milk  Supply  of  a  Large  City." 
California  State  Board  of  Health,  S:  172 — Snow,  W.  F,     "California  Dairies." 
California  State  Board  of  Health,  S:   175-177 — Brown,  Adelaide.     "The  Control 

and  Improvement  of  the  Milk  Supply  of  a  Large  City." 


20 


STATE    NORMAL   SCHOOL,    SAN    JOSE. 


3.  Use  the  following  form  for  a  survey  of  a  grocery  store,  bakoi'y,  or  butcher  shop. 
Answer  "Yes"  or  "No" : 


-Survey. 


Name Address. 


zood 


Front  Shop. 
Ventilation 

Light  good   

Floors  clean 

Screens  on  door 

Screens  on  windows 

Sink,  table,  fixtures,  clean 

Food   screened   

Help  neat 

Food  under  cover  from  dust 

Free  from  flies 

Work  Room. 

Above  ground  floor 

Ventilation  good   

Light  good   

Floors  clean 

Walls  and  ceiling  clean 

Garbage  covered  

Is  there  a  water  supply 

Is  there  a  cooling  room  or  refrigerator. 

Tools  clean 

Machine  clean 

Bread  made  by  machinery 

Workmen  clean 

Free   from   flies 

Screens  on  windows 

Cuspidors    


Basement. 

Ventilation  good   

Floors  clean 

Walls  and  ceiling  clean 

Stairs  clean   

Light   good   

General  appearance  neat 

Wash  Room. 

Individual   towels   

Liquid   soap   

Toilets   clean   

Bowl  clean 

Back  Yards. 

Free   from  manure 

Garbage  covered  in  tight  can  or  box. 

Not  used  for  a  stable 

Free  from  rat  harbors 

Drained 

Remarks    


Name  of  visitor. 


Note. — In    class    work    there    is    an    advantage    in    visiting    dairies    and 
balteries    that    are    well    kept    because : 
t.   No   private    business    is   obliged    to    let    classes   visit    it. 

2.  The    dairymen    and    bakers    recognize    that    their    business    is    being 

advertised    indirectly. 

3.  The    classes    get    accustomed    to    high    standards. 

Note. — Use   knowledge   learned   in    hygiene    for    survey   of   dairy. 


SYLLABUS    OF    CIVIC    PROBLEMS.  21 

Meat. 
For  Student  Teachers. 

California  State  Board  of  Health,  1913,  No.  S,  1S4-1S7— Snow,  W.  F.     "California 

Meats." 
California  State  Board  of  Health,  1913,  No.  S,  1ST— Baker,  G.  S.     "The  Need  of 
Municipal  Meat  Inspection." 

Section  4.     Smoke  Abatement. 

1.  Smoke  producing  agencies. 

a.  Houses. 

b.  Municipal  steam  and  heating  plants. 

c.  Factories. 

d.  Ti'ains,  etc. 

2.  How  prevented. 

a.  By  right  kind  of  furnace. 

b.  By  proper  stoking. 

c.  Care  of  chimney. 

d.  Substitute  electricitj''  for  steam, 

3.  Reasons  for  smoke  prevention. 

a.  Comfort. 

b.  Health. 

c.  Ecouomj'. 

d.  Beauty. 

4.  Methods  of  prevention. 

a.  Educate  the  public. 

b.  Convince  manufacturers  it  does  not  pay. 

c.  Pass  and  enforce  smoke  ordinances. 

References. 

Pupils'  Readings. 

Outlook,  109 :  445-.50— Theiss,  L.  C.     "The  High  Cost  of  Smoke." 
Technical  World,  21 :  374 — Cartis,  C.  F.     "Laundered  Smoke." 
Sunset.  33 :  97G— Scott,  R.  E.     "The  Enemy  of  the  Smoke  Nuisance." 
Technical    World,    22 :    372-3 — Hamilton,    K.    H.     "Watch-Dogs    for    the    Smoke 
Nuisance." 

For  Student  Teachers. 

American  Citj,  S :  496 — Benner,  R.  C.     "The  Cost  of  an  Industrial  Nuisance." 
American  City,  9 :  230 — Benner,  R.  C.     "Method  and  Means  of  Smoke  Abatement." 
American  City,  10:  185 — "Abating  New  York's  Smoke  Nuisance.'' 
Technical  World,  22  :  593 — Kershaw,  J.  B.     "Millions  of  Dollars  for  Smoke." 
Technical  World,  23 :  379— Cake,  C.  L.     "Chicago's  Smoke  Laundry." 
Popular  Science  Monthly,  87 :  244 — O'Connor.     "Four  Points  in  the  Indictment  of 
the  Smoke  Nuisance." 


22  STATE   NORMAL   SCHOOL,    SAN    JOSE, 

CHAPTER  IV. 

PUBLIC   RECREATION. 

Section   1.     Parks  and   Playgrounds. 

Provision  made  in  the  citj'  charter  for  their  control. 
Powers  and  duties  of  Park  and  Playground  Commissioners. 

Parks. 

a.  Economic  value  to  the  city.      (See  Playgrounds.) 

b.  Number  and  location,  area. 

c.  Care  received,  care  needed. 

d.  Service  they  render  the  people. 

e.  Need  of  supervision  of  the  young  who  go  to  parks  for  pleasure. 

f.  .^Esthetic  value  to  city. 

g.  Desirability  of  the  city's  buying  more  land  for  parks  while  land  is  cheap. 
Playgrounds. 

1.  Value  of  playgrounds  to  a  city. 

a.  Economic  ;  increase  land  values. 

b.  Make  for  better  health. 

c.  Prevent  juvenile  delinquency. 

d.  Furnish  opportunity  for  wholesome  amusement. 

e.  Train  in  co-operation  and  initiative. 

f.  Raise  the  moral  tone  of  the  boys  of  the  city. 

2.  Importance  of  playgrounds  being  supervised. 

a.  The  personality  of  a  good  director  a  moral  uplift  to  the  children. 

b.  The  backward  children  encouraged. 

c.  The  weak  children  are  protected. 

d.  The  games  directed. 

3.  Size  and  location  of  playgrounds. 

a.  Number  of  square  feet  per  child. 

b.  Small  plots  for  young  children  near  their  homes. 

c.  Large  playgrounds  near  congested  part  of  city. 

d.  Wisdom  of  making  streets  into  temporary  playgrounds. 

4.  Equipment  for  playground  ;  kind  desired. 

a.  Provision  for  boys  10  to  16. 

b.  Provision  for  girls  12  to  16. 

c.  Small  boys  and  girls. 

d.  Little  children. 

5.  Wisdom  of  buying  land  for  playgrounds  while  land  is  cheap. 

Playgrounds.      Field   Work. 

1.  Indicate  on  a  map  of  your  city  all  of  the  places  where  you  think  playgrounds 

should  be  located. 

2.  State  your  reasons. 

(Note. — Make  provision   for  small  children  who  can  not  go  far  from 
home.) 

3.  Visit  one  of  the  places  and  learn  the  price  of  land  there.      (If  it  is  exorbitantly 

high  you  may  have  to  modify  your  plan.) 

4.  Make  a  list  of  games  that  you  think  should  be  provided  for  on  a  playground. 

5.  Draw  to  scale  a  block  of  land. 

6.  Mark  off,  according  to  scale,  the  ball  grounds  and  the  other  grounds  to  be  used 

for  athletics. 

7.  Locate  the  playground  apparatus  that  you  want  used. 

8.  Tabulate  the  cost.      (See  catalogue  of  playground  apparatus.) 

9.  Estimate  the  cost  of  preparing  the  ball  ground,  the  tennis  court,  the  athletic  field. 

10.  How  much  real  work  are  you   willing  to  do  to  get  the  kind  of  playground 

you  have  described? 

11.  State  reasons,  in  order  of  their  importance,  why  boys  and  girls  should  have  a 

place  to  play. 


SYLLABUS   OP    CIVIC    PROBLEMS.  23 

References. 

Pupils'  Readings. 

Leland,  Arthur.     "Playground  Technique  and  Play  Craft"  (Select.). 

Curtis.  H.  S.     "Recreation  and  Play"   (Select). 

Mero.  E.  B.     "American  Playgrounds"   (Select.). 

American   City,   7:   204— Cotterill,   R.     "Parks,   Playgrounds,   and   Boulevards   in 

Seattle." 
American  City,  6:  480— "Swimming  Pool  and  Playground  at  Belmont,  Mass." 
American  City.  7:  119— Boyle,  James.     "Swimming  Pool  at  Ormsby  Park,  Pitts- 
burg." 
American  City,  6:  850— Johnston.  Mrs.  B.  R.     "Playgrounds  for  the  Children  of 

Cedar  Rapids." 
American  City,  5 :  33— Jerome.  Mrs.  A.  H.     "The  Playground  as  a  Social  Center." 
Outlook,  9G:  782 — "A  Playground  for  Little  Children." 
Playground,  7 :  60— Clement.  Josephine  H.     "What  the  Public  Wants." 
Playground,  7  :  G5— Curtis,  Henry  S.     "New  Games  for  the  People." 
Playground,   7:    113-110— Weller,   Eugenia  AV.     "Human   Interest   Phases   of   the 

Modern  Recreation  Movement." 
Playground,  7 :  121— Cary,  Mrs.  C.  W.     "The  Colrain  Pageant." 
Playground,  7  :  201-09— Weller,  Mrs.  C.  F.     "Life  for  Girls." 
Playground.  7  :  277— Hanner,  Lee  F.     "Evening  Centers  as  a  Part  of  a  Recreation 

Program." 
Playground.  7  :  301— Curtis,  Henry  S.     "Playground  Equipment." 
Playground,  (J :  172 — Hanner,  Lee  F.     "The  Story  of  a  Vacant  Lot." 
Playground,  G  :  209-217— Gulick,  Luther  H.     "Campfire  Girls." 
Playground,  5  :  74— Jump,  H.  A.     "The  Social  Influence  of  the  Moving  Picture." 
Playground,  5:   145— DeG  root.  E.  B.     "A  Practical  Talk  on  Playground  Equip- 
ment." 
For  Student  Teachers. 

American   City,   9:   12G— Curtis,   H.    S.     "Playground,  Attendance   and   the   Play- 

ground  Director." 
American    City,    10:    9-15— DeGroot,    E.    B.     "Recreation    Facilities    in    Public 

Parks." 
American   City,    G:    741 — Weir,    L.   H.     "Playground   Movement   and   the   Public 

Schools." 
American  City,  6 :  577-80— West,  L.  H.     "Playground  Movement  in  America." 
American  City,  7  :  118— Sherwin,  J.  M.     "A  Swimming  Pool  Organized  by  a  Water 

Works  Commission." 
American  City,  8  :  50— Cotterill,  R.  C.     "A  Practical  Recreation  Building." 
Playground,    7:    28-32 — Brown,    Anna    F.     "The    Training    of    Recreation    Sec- 
retaries." 
Playground,    7:    100-104— Brancher,   H.    S.     "How   to   Aid   the   Cause   of   Public 

Recreation." 
Playground,  7  :  217-220— DeGroot,  E.  B.     "Are  the  Parks  for  the  People  or  the 

People  for  the  Parks?" 
Playground,    5:    282 — Orwig,    Preston    G.     "Boy    Scout    Activities   on    the    Play- 
ground." 
Playground.  5  :  351 — "Arguments  Advanced  for  a  Recreation  Commission." 
Playground,  5  :  417 — Bradstreet,  H.     "The  Street  as  a  Playground." 
.     Playground,  6 :  379-84— Chamberlain,  Geo.  D.     "The  Relation  of  Boys'  Clubs  and 
Playgrounds." 


24 


STATE    NORMAL   SCHOOL,    SAN    JOSE. 


Section  2.     The  Schooihouse  a  Social   Center. 

1.  Reasons  for  using  schoolhouso  outside  of  school  hours. 

a.  Meets  a  community  need. 

b.  Public  gets  greater  value  for  moiioy  invested. 

2.  Extent  to  which  the  schoolhouses  of  cities  are  used  as  social  centers. 

a.  Educationally. 

Such   as   civic  club  discussions,  dramatics,   library  stations,   reading   rooms. 

b.  Social  functions. 

a.  Dancing. 

b.  Entertainments. 

c.  Socials. 

c.  Physical  development. 

a.  Gymnastics. 

b.  Athletics. 

c.  Swimming. 

3.  The  management  of  social  centers. 

a.  Paid  directors. 

b.  Volunteer  workers. 

c.  Other  problems  of  management. 

4.  Cost  of  social  centers. 

a.  Expense  of  management. 

b.  Expense  of  equipment. 

c.  Expense  of  care. 

5.  Gain  to  city. 

a.  In  preventing  crime. 

b.  In  raising  moral  tone  of  community. 


Field  Work. 

1.  Visit  an  evening  school  in  your  city.     Mal^e  note  of : 

a.  The  number  of  students  attending. 

b.  The   studies    they    are    pursuing.      (Classify    these   studies   as    rudimentary, 

vocational,  or  technical.) 

2.  To  what  uses,  aside  from  the  day  school,  is  your  own  school  building  put? 

3.  To  what  uses,  aside  from  day  school,  are  other  school  buildings  put?      (Inquire 

of  school   friends  or  school  principals.) 

4.  To  what  additional  use  could  your  school  building  be  put? 

a.  For  service  to  adults. 

b.  For  service  to  young  people. 


SYLLABUS   OP    CIVIC   PROBLEMS.  25 

References. 

Pupils'  Readings. 

Perry,  C.  A.  "Wider  use  of  the  School  Plant"  (Select.). 
Addams,  Jane — '"Twenty  Years  at  Hull  House"  (Select.). 
Conference   of   Charities    and    Corrections,   1912:    rjS-G2— Wirt,    W.     "Utilization 

of  the  School  Plant."  * 

Hearst,  23  :  965 — "The  New  National  Fireside." 
Technical    World,    20:    511 — Morehead,    if.    G.     "Getting    the    Most    from    the 

Schoolhouse." 
American  City,  S :  661 — Chase,  J.  H.     "How  to  Secure  a  Large  Attendance." 
World's  Work,  25  :  671— Eberhart,  A.  O.     "What  I  am  Trying  to  Do." 
National    Educational   Association,   1913 :    58-63 — Hanner,   Lee   F.     "Schoolhouse 

Evening  Center." 

For  Student  Teachers. 

National  Educational  Association,  1012  ;  13.53-63 — Ward,  E.  J.     "Civic  and  Social 

Center  Development." 
Ward,  E.  J.     "The   Social  Center." 

Technical  World,  19 :  268-70 — "Schoolhousps  as  Employment  Agencies." 
Survey,  28  :  29.5 — Martin,  John.     "A  Social  Work  of  New  York  Schools." 
American  Journal  of  Sociology,  19  :  79-90 — Curtis,  H.  S.     "Rural  Social  Centers." 
American    Journal    of    Sociology,    11 :    655-62— Riley,   T.    J.     "Increased    Use    of 

School  Property." 
American   City,  6 :   748 — Mowry,  D.     "Social   and  Recreational   Activity  in  Mil- 
waukee." 
American  City,  8:  659 — Breckenridge,  Mrs.  D.     "Building  a  Schoolhouse  to  be  a 

Recreation  Center." 
Bookman,  34 :  517 — Berry,  G.     "The  Open  Schoolhouse." 
Survey,  27 :  1963 — "A  Successful  Experiment." 
World's  Work.  27 :  494— "Neighbor  Allen's  Barn." 

Survey,  28  :  297 — Evans.  A.  G.     "Social  Center  Movement  in  Oklahoma." 
Craftsman,  23 :  598 — "Recreation  Centers  in  Cities." 
Survey,  28  :  295 — Martin,  J.     "Social  Work  of  New  York  Schools." 
National  Educational  Association,  1912  :  230-4 — Haynes,  R.     "How  a  Community 

May  Find  Out  a  Plan  for  its  Recreation  Needs." 
Outlook,  94  :  328 — "Civic  Service  House  of  Boston." 
Conference    of    Charities    and    Corrections,    1914 ;    382-93 — Perry,    C.    A.     "Why 

Recreation  in  the  Schoolhouse?" 
Conference    of    Charities    and    Corrections,    1914:    385-93— Perry,    C.    A.     "The 

School  as  a  Factor  in  Neighborhood  Development." 
Craftsman,  27,  304-8— Dyer,  W.  H.     "Working  for  Play." 

American  City,  10:  519-24— Ward,  E.  J.     "Where  Suffragists  and  Antis  Unite." 
National   Educational   Association,   1912 ;    250-57 — Quick,    Herbert.     "The    Social 

Center  and  the  Rural  Community." 
National   Educational   Association,   1912;    240-6— Bostwick,   A.    E.     "The   Public 

Library,  the  Public  School  and  the  Social  Center  Movement." 


4—21714 


26  STATE   NORMAL   SCHOOL,   SAN    JOSE. 

CHAPTER  V. 

HOW  TO   PROVIDE   FOR  THE  SAFETY  OF  THE   PUBLIC. 

Section   1.     The  City's  Police. 

1.  Police  board  or  police  commissioners. 

a.  How  chosen. 

b.  Powers  and  duties. 

c.  Qualifications. 

d.  Corrupt  politics  and  its  effect  on  police. 

2.  Powers  and  duties  of  police  force. 

a.  Learn  who  the  criminals  are  and  where  they  are. 

b.  Enforce  the  law. 

c.  Preserve  order. 

d.  Prevent  accidents. 

e.  Prevent  crime  and  disorder. 

f.  Educate  the  public. 

3.  Reasons  for  low  police  standard. 

a.  Method  of  selecting  men  unsatisfactory. 

b.  Inferior  men  in  the  place. 

c.  Associated  with  corrupt  politics. 

4.  Reform  methods. 

a.  Defects  of  merit  system. 

b.  New  idea  of  civil  service. 

c.  Efficiency  record  ;  physique,  scholarship,  experience. 

5.  Tests  for  eflBcient  police  service. 

a.  Laws  enforced. 

b.  Vice  and  crime  suppressed. 

c.  City  orderly  and  law  abiding. 

6.  Benefits  to  be  derived  from  a  state  constabulary. 

a.  Laws  pertaining  to  liquor  selling,  gambling,  prostitution,  enforced  better. 

7.  The  citizen  co-operates  with  the  police. 

a.  By  reporting  crime  and  evasion  of  law. 

b.  By  willingness  to  appear  in  court. 

c.  By  preventing  delinquency. 
S.  The  women  police. 

a.  Field  of  activity. 

b.  Service — preventive. 

Field  Work. 

1.  Ask  a  policeman  to  tell  you  all  the  different  kinds  of  work  he  does  in  one  day, 

when  on  duty. 

2.  Classify  his  duties. 

a.  Ways  of  preventing  accidents. 

b.  Ways  of  helping  the  public. 

c.  Ways  of  preventing  crime. 

d.  Ways  of  bringing  persons  before  the  bar  of  justice. 
o.  How  do  the  policemen  of  your  city  get  their  positions? 

a.  What  is  the  objection  to  this  method? 

b.  What  can  be  said  in  favor  of  it? 

c.  For  how  long  are  the  police  chosen? 

4.  What  is  the  advantage  of  having  Civil  Service  rules  for  selecting  the  police  of  your 

city?     The  disadvantage? 

5.  Why  does  a  policeman  not  always  arrest  a  man  who  violates  a  law?     Ask  him. 


SYLLABUS  OF  CIVIC  PROBLEMS.  27 

6.  Visit  the  police  headquarters. 

a.  Learn  the  method  of  signaling. 

b.  Note  the  record  of  lost  and  found  articles.     What  is  your  duty  when  you 

find  a  lost  article? 

c.  Note  the  way  of  identifying  criminals. 

7.  Inquire  how  boys  and  girls  may  co-operate  with  the  police  for  effective  government 

of  the  city. 
S.  When  should  infringement  of  law  be  reported  to  the  police? 
9.  Inquire  how  the  police  office  could  be  more  useful  to  the  public. 

References. 
Pupils'  Readings. 

Fuld,  L.  F.     Police  Administration.     Chapter  lY. 

Bruere,  H.     Police  as  Welfare  Workers. 

Survey,  31 :  475 — "Policemen  of  the  Future." 

Harpers'  Weekly,  58:  6-S— Steffens,  Lincoln.     "Police!  Police!" 

Literary  Digest,  47 :  597 — "A  Policeman's  Adventures  in  Friendliness." 

American  City,  9 :  403 — "The  Police  Woman  is  Marching  On." 
For  Student  Teachers. 

American  Year  Book,  1914. 

Nelson's  Cyclopedia. 

American  City,  10 :  282. 

Outlook,  lOG  :  529-31— Mason,  G.     "The  City  or  the  System." 

Independent,  7G  :  259-60 — Sheldon,  C.  L.     "The  Missionary  Policeman." 

McClure's.  40 :  1 — Judge  Corrigan.     "Magnates  of  Crime." 

Survey,  29 :  345 — "Western  Women  as  Police  Oflicers." 

Outlook,  108:  8G1-2— "Police  as  a  Social  Worker." 

American  City,  12  :  390 — Fuld,  L.  F.     "Service  Instruction  of  Police  Officers." 

American  City,  12:  468— Pink,   L.   II.     "What  the  Health  Inspector  Patrolman 
Can  Do  for  Recreation." 

Outlook,  109 :  324 — McCulloch.     "Commissioner  Wood  and  the  New  Police  Power." 

Section  2.     Fire   Protection. 

1.  Governing  Board  or  Commissioners. 

a.  How  chosen?     Term  of  office? 

b.  Powers  and  duties. 

c.  Qualifications. 

2.  The  city's  system  of  fire  prevention. 

a.  Equipment. 

b.  Substations. 

c.  Alarm  boxes. 

3.  Causes  of  fires  in  the  city.     Compare  with  other  cities.     Estimate  loss  to  city. 

(See  Insurance  Office.) 

a.  Defective  wiring. 

b.  Carelessness. 

c.  Kerosene. 

d.  Gasoline. 

e.  Matches. 

4.  Regulations  of  city  pertaining  to  fire  prevention. 

a.  Wiring  according  to  National  Board  of  Underwriters. 

b.  Grass  and  rubbish  removed. 

c.  Explosives  stored. 
Etc. 

5.  Grave  importance  of  all  persons  trying  to  reduce  loss  to  country  from  fires. 

a.  By  observing  prevention. 

b.  By  insisting  that  all  should  be  careful. 

c.  By  instructing  the  public. 


28  STATE    NORMAL   SCHOOL,    SAN    JOSE. 

G.  Great  loss  to  the  counti'y  from  fire. 

a.  Loss  of  property. 

b.  Loss  of  home. 

c.  Poverty. 

7.  Value  of  fire  drills,  fire  escapes,  and  of  knowing  liow  to  use  them. 

Field   Work. 

1.  Visit  the  fire  department. 

2.  Note  the  machinery  used  for  fire  prevention  and  for  fighting  fires. 

3.  How  does  this  machinery  compare  with  the  best  you  have  read  about? 

4.  What  is  the  value  of  the  fire  protection  plant?     Cost  of  annual  upkeep?     How 

many  substations?     How  many  hydrants? 

5.  Are  those  sufiicient? 

G.  Is  fire  alarm  apparatus  properly  housed? 

7.  What  is  the  appropriation  made  to  the  department?     What  arc  the  needs  of  the 

department  in  the  way  of  equipment? 

8.  What  provision  is  made  for  water? 

9.  Is  the  water  under  high  pressure? 

10.  What  does  the  water  with  which  to  fight  fire  cost  the  city? 

11.  Firemen — how  are  they  trained? 

32.  Hours  on  duty.     Two  platoon  system? 

13.  One  day  off  in  seven?     Some  time  off  during  the  year? 

14.  Pension  fund? 

15.  Test  of  efiiciency  in  a  fireman? 

IG.  Methods  of  promoting  efficiency  of  department? 

17.  Work  done  by  firemen  by  way  of  fire  prevention. 

18.  Examination  of  theaters? 

19.  Examination  of  other  public  buildings? 

20.  Examination  of  private  buildings? 

21.  Any  limit  as  to  frame  construction  in  the  city? 

22.  Any  buildings  in  the  city  condemned? 

23.  Any  "fire  traps"  still  in  use? 

24.  What  method  of  making  these  "fire  traps"  known  to  the  public? 

25.  Of  what  aid  can  the  general  public  be  to  the  fire  department? 

26.  How  may  boys  and  girls  help  to  prevent  loss  of  property  by  fire? 

27.  Make  a  fire  prevention  map.     Locate  all  fire  houses,  hydrants,  fire  alarms. 

References. 

Pupils'  Readings. 

Citj'  Ordinances  pertaining  to  fire  protection. 
Freitag.     "Fire  Prevention  and  Fire  Protection"  (Select.). 
Kenlon,  John.     "Fires  and  Fire  Fighters"   (Select.). 
Hill.     Lessons  for  Junior  Citizens. 
American  City,  10 :  349— "The  Value  of  Fire  Drills," 

American  City,  10:  19.5 — Ray,  M.  H.     "Fighting  Fires  Before  They  Are  Lit." 
American  City,  10:  4.56 — Babcock,  G.  R.     "Modern  Housing — Fire  Alarm  Appa- 
ratus." 
World's  Work,  22 :  14818— Croker,  E.  F.     "Our  Losing  Fight  Against  Fire." 

For  Student  Teachers. 
Nelson's  Cyclopedia. 
American  Year  Book  1914. 
American  City,  10:  563 — Alvord,  John.     "Equitable  Hydrant  Rental  and  Better 

Methods  for  Apportioning  Fire  Protection." 
American  City,  10 :  340 — Ileydecker,  AV.  D.     "Two  Platoon  Systems."     Fire  Drills. 
McAdoo,  W.  M.     "The  Guardians  of  a  Great  City." 

American  City,  10:  267 — Gasser,  C.  A.     "Learning  the  Lesson  of  Fire  Prevention." 
Bullcliii  of  I'nitod  Stales  Geological  Survey,  No.  418:  18— Fire  Tax. 


mn 


SYLLABUS   OF    CIVIC    PROBLEMS.  29 

CHAPTER  YI. 

PUBLIC  SERVICE. 
Section   1.     Street  Cleaning. 

1.  Reasons  for  having  clean  streets. 

a.  Health. 

b.  Comfort  and  convenience. 

2.  Methods  of  street  cleaning. 

a.  Man  with  hand  broom. 

b.  Pick  lip  sweepers. 

c.  Rotary  broom  with  team. 

d.  Flushing  with  hose. 

e.  High  pressure  flushing. 

Discussion  of  relative  value  of  these  methods  of  care  of  streets. 

3.  Provisions  of  city  charter  for  care  of  streets. 

a.  Street  commission  ;  how  appointed ;  powers  and  duties. 

b.  Superintendent  of  streets ;  appointments  ;  powers  and  duties ;  term  of  ofhce. 

c.  Relation  of  mayor  and  of  council  to  street  care. 

4.  Significance  of  good  paving  to  clean  streets. 

a.  Effect  of  automobile  tires. 

b.  Effect  of  heavy  wagon  tires. 

5.  Co-operation  needed. 

a.  Force. 

b.  Citizens  including  women  and  boys  and  girls. 

c.  Administration. 

Field   Work, 

1.  Observe  the  method  of  caring  for  the  streets. 

a.  In  the  part  of  the  city  where  you  live. 

b.  In  the  down  town  business  section. 

c.  In  the  section  where  the  poor  people  live. 

d.  In  the  section  where  wealthy  people  live. 

2.  How  often  are  the  streets  cleaned  in  your  community? 

If  not  paved,  how  often  are  they  sprinkled? 

3.  Learn   cost  of   paving   a   block   if  you   can.      (Get   data   from   superintendent  of 

streets  or  from  your  parents.) 

4.  What  part  of  this  city  needs  paving?     Why? 

5.  Ask  your  family  physician  if  there  is  more  sickness  during  the  dusty  season  of 

the  year.     If  so,  why? 

6.  What  is  done  with  the  street  sweepings?      (Ask  superintendent  of  streets.) 

References. 

Pupils'  Readings. 

City  Charter.     City  ordinances. 

American   City,   6 :   895 — Crane,    C.   B.     "Some   Factors   of   the    Street   Cleaning 

Problem." 
American  City,  7:  435 — Very,  E.  D.     "Modern  Methods  of  Street  Cleaning." 
American  Magazine,  74 :  162 — Roberts,  Octavia.     "Annie  Murphy." 
American  City,  10 :  231 — Weber,  G.     "How  a  City  Cleaned  up  and  Kept  Clean." 
American  City,   11 :  394 — Carlson,   S.  A.     "Street  Flushing  by  the  Fire  Depart- 
ment." 
Technical   World,   21 :   SO — "Flushing   Streets  with  Mountain    Streams." 
American  City,  12  :  147-8 — Hagerdom,  F.     "Sweeping  City  Streets  by  Machine." 


30  STATE   NORMAL   SCHOOL,    SAN    JOSE. 

For  Student  Teachers. 

American  Year  Book  1914. 

Nelson's  Cyclopedia. 

American  City,  9 :  355 — "The  Collection  of  Municipal  Waste." 

American  City,  9 :  65 — Edwards,  W.  H.     "Four  Kinds  of  Co-operation  Needed  by 

Street  Cleaning  Departments." 
Literary  Digest,  48 :  548 — "Vacuum  Street  Cleaner." 
Literary  Digest,  44  :  1223 — "A  Woman  Worker  in  an  Old  Field." 
American  City,  10:  338 — Connell,  W.  H.     "Street  Cleaning  Methods  and  Equip- 
ment in  Philadelphia." 
American  City,  9  :  546-S — Scott,  S.  S.     "Street  Cleaning  of  Baltimore." 
American   City,   11 :   469-70 — "Cleaning  Pavements  Without   Sprinkling."     Three 

Opinions. 
American  City,  12 :  148-149 — Finegan,  T.     "Comparative  Cost  of  Sweeping  Pave- 
ments by  Horse  Drawn  Sweepers  and  by  Motor  Sweepers." 

Section  2.     Garbage  and    Refuse. 

1.  Defined. 

a.  Waste  food  from  kitchen. 

b.  Ashes. 

c.  Rubbish — junk. 

d.  Horse  manure. 

e.  Slaughterhouse  waste. 

f.  Street  Sweeping. 

2.  Duties  of  city  regarding  disposal  of  garbage. 

a.  City  ordinances  pertaining  to  care  of  garbage. 

3.  Control  of  garbage. 

a.  City  hiring  work  done. 

Municipal  collection. 

Concrete  cases — financial  results. 

b.  Private  control. 

City  hiring  contractors. 
Contractors  paying  city. 

c.  Results  obtained  financially  by  both  methods. 

4.  Method  of  disposal. 

a.  To  build  up  land — value  of  earth  covering. 

b.  Food  for  animals — objections. 

c.  Buried. 

d.  Reduction  process. 

e.  Utilized  for  soap  and  fertilizer. 

f.  Incinerated. 

Relative  value  of  these  methods. 

5.  Transportation  of  garbage. 

a.  The  motor  vs.  the  use  of  horses. 

b.  Kind  of  wagon  needed — easy  to  dump,  partitioned,  covered. 

c.  Sanitation  of  wagon. 
0.  The  Incinerator. 

a.  7*°  'Jurability  and  ability  to  burn  garbage. 

b.  Free  from  offensive  odor? 

7.  Family  duty  towards  care  of  garbage. 

a.  Keeping  garbage  can  covered;  avoid  the  (iy  feeding;  i)revent  offensive  odors. 

b.  Wi'apping  of  garbage  in  newspapers. 

8.  Methods  of  accounting  for  cost  of  garbage  disposal  to  city. 

Field  Work. 

1.  Learn   method   or   system   of   collection    in   this   city.      (Ask   member   of   Street 

Department  or  garbage  collector.) 

2.  Observe  wliether  garbage  wagon  is  one  that  comes  up  to  standard. 

3.  Note  whether  the  garbage  wagon  is  clean. 
4.'  Note  whether  the  garbage  wagon  is  covered. 

5.  Report  as  to  whether  ashes  and  other  garbage  are  kept  separately. 


SYLLABUS  OF  CIVIC  PROBLEMS.  31 

6.  What  is  the  final  disposal  of  garbage  in  your  city?     Judge  from  your  reading  as 

to  whether  there  are  better  methods  of  disposal. 

7.  What  can  you  and  those  in  your  home  do  to  help  make  the  garbage  problem  of 

the  city  less  serious? 
S.  Make  sanitary  survey  of  home  surroundings.     (See  Sanitary  Survey  sheet.) 
9.  Is  the  incinerator  of  your  city  satisfactory?     If  not,  why? 
10.  What  is  the  cost  to  the  city  of  the  disposal  of  garbage?     How  does  this  compare 

with  other  cities  of  same  class?     (Inquire  of  the  Street  Department.) 

References. 

Pupils'  Eeadings. 

American    City,   8 :    59 — Very,   E.   D.     "Two   New   Trucks   for  Collecting  Ashes, 
Street  Sweepings,  and  Garbage." 

American  City,  8 :  402 — McLain,  Wm.  H.     "Sanitary  Methods  of  Garbage  Collec- 
tion." 

American    City,    9 :    111 — Hering,    Rudolph.     "How    to    Attack    the    Sewage    and 
Garbage  Problem." 

American  City,  9  :  35G — Morse,  W.  F.     "Collection  of  Municipal  Waste." 

American  City,  10 :  379 — Hoffman,  F.  W.     "The  Municipal  Collection  of  Manure, 
Columbus,  Ohio." 

American   City,   10 :   55 — Greeley,   S.   A,     "Refuse   Disposal   in   Small   Cities  and 
Towns." 

American  City,  12:  196-98 — Hering,  Rudolph.     "The  Prevention  of  Odors  at  City 
Refuse  Disposal  Works." 

World's  Work.  28 :  472 — "Seattle  Making  a  Profit  From  Disposal  of  Garbage." 

Survey,  31:  776 — "Chicago's  Struggle  for  Scientific  Garbage  Collection." 

Survey,  32  :  445 — "Chicago's  Plan  for  Disposal  of  Waste." 

Technical  World,  21 :  428 — Hallock,  G.     "Houses  from  a  City's  Waste." 

Technical  World,  23 :  529— McMillan,  R.  H.     "Abolishing  the  Garbage  Man." 
For  Student  Teachers. 

Nelson's  Cyclopedia. 

American  Year  Book,  1914. 

American   City,   9 :   244-5 — "Changing   Garbage   Disposal   from   an   Expense   to   a 
Revenue." 

American  City,  9 :  354 — Norton,  Geo.  H.     "Recoverable  Values  of  the  City  Waste 
Problem." 

United  States  Agricultural  Year  Book,  1914  :  295-310— Turrentine,  J.  W.     "Prepa- 
ration of  Fertilizer  from  Municipal  Waste." 

Section  3.     Sewage. 
1..  Reasons  for  a  sewage  system. 

a.  To  conserve  health. 

b.  To  dispose  of  flood  and  surface  waste. 

c.  To  dispose  of  liquid  and  kitchen  waste. 

d.  To  dispose  of  human  waste. 

2.  Taking  care  of  sewage. 

a.  Laying  of  sewage  pipes. 

b.  Wisdom  of  having  good  engineering  work  done. 

c.  Purification  of  house  waste. 

d.  Separation  of  liquid  house  waste  and  storm  and  surface  water.     Advantages. 

Objections. 

3.  Treatment  of  sewage  or  method  of  disposal. 

a.  In  streams  diluted — false  theory  of  self  purification  of  waste. 

b.  In  lakes — becomes  a  sewage  pool. 

c.  In  harbors — may  interfere  with  navigation.     Other  objections. 

d.  Chemical  precipitation. 

e.  Electricity. 

f.  Intermittent  filtrations. 

Septic  tank  process. 

Artificial  bed  for  final  treatment. 

g.  Sewage  farms. 


32  STATE    NORMAL   SCHOOL^   SAN    JOSE. 

4.  Sewage  problems. 

a.  Disposal  of  excessive   waste   of  certain   industries ;   canneries ;    creameries ; 

refineries. 

b.  Oyster  bed  pollution. 

c.  Contamination  of  water  supply  of  adjacent  cities, 
n.  Provision  made  by  the  city  for  sewage  disposal. 

Field  Work. 

1.  What  is  the  extent  of  the  sewer  system  of  your  city?     (Ask  the  Street  Depart- 

ment. ) 

2.  What  parts  of  the  city  are  still  unconnected?      (Learn  the  reasons.) 

3.  Does  that  part  of  the  city  have  any  higher  death  rate?      (Learn  from  the  Health 

Department.) 

4.  AVhat  is  the  method  of  sewage  disposal  in  your  city? 

a.  What  better  way  could  be  used? 

b.  Is  there  any  objection  to  the  method  in  use?     If  any,  what? 

5.  What  are  the  ordinances  governing  the  location  of  sewers  in  your  city? 

(J.  What  is  the  attitude  of  city  officials  regarding  prompt  connection  of  houses  with 
the  sewer  system? 

7.  Learn  the  cost  of  disposing  of  the  sewage  of  your  city.      (Ask  Superintendent  of 

Streets.) 

8.  Why  is  the  fact  that  a  part  of  the  town  is  not  connected  with  the  sewage  system 

of  interest  to  you? 

References. 
Pupils'  Readings. 

Gerhard,  W.  P.     "The  Sanitation,  Water  Supply  and  Sewage  Disposal  of  Country 

Houses."     227  ff. 
Bulletins  of  State  Board  of  Health,  6:  480. 
City  Charter  and  City  Ordinances. 
American    City,    8:    10 — Mebus,    C.    F.     "Sewage    Treatment    Plant    and    Other 

Borough  Improvements  of  Chambersburg,  Penn." 
Hearst's  Magazine,  28 :  23G-43— Young,  Pt.     "The  Lair  of  the  Plague  Tiger." 

For  Student  Teachers. 
Nelson's  Cyclopedia. 

Sedgewiek.     "Principles  of  Sanitary  Science."     171  ff. 
World  Today,  20:  G05 — Bergenger.     "The  Purification  of  Sewage." 
American  City,  8  :  488— "The  Ilydrolytic  System  of  Sewage  Tanks." 
American  City,  9  :  549 — Gregory,  J.  H.     "Separate  or  Combined  Sewers  and  Their 

Relation  to  the  Disposal  of  Sewage." 
American  City,  9 :   111-15— Hcring,   Rudolph.     "How  to   Attack  the   Sewage  and 

Garbage  Problem." 
Technical  World,  20:  374 — Brook,  Benj.     "How  Bacteria  Keep  Us  in  Health." 
Technical    World,   20':    717 — Middleton,    P.    H.     "To   Keep  Typhoid   Out   of   Xew 

York  Harbor." 
Bulletins  of  State  Board  of  Health,  7:  125-9— Baker,  N.  D.     "Septic  Tanks." 
Bulletins  of  State  Board  of  Health,  G  :  542 — Hyde,  C.  G.     "A  Review  of  Some 

Available  Methods  of  Sewage  Treatment  in  California." 
Bulletins  of  State  Board  of  Health,  (i :  564 — Baker,  N.  D.     "New  Developments  in 

Sewage  Purification  in  California." 
Bulletins  of  State  Board  of  Health,  0 :  570 — Moore,  C.  E.     "The  Sewage  Disposal 

Plant  at  Santa  Clara." 
Bulletins  of  State  Board  of  Health,  8:   2G4— Hyde,  C.  G.     "A  Review  of  Some 

Available  Methods  of  Sewage  Treatment  in  California." 
Bulletins  of  State  Board  of  Health,  8 :  278— Baker,  N.  D.     "Septic  Tanks." 


SYLLABUS   OF    CIVIC    PROBLEMS.  33 

CHAPTER  VII. 

PUBLIC   UTILITIES. 

1.  How  the  corporation  gets  its  permit. 

a.  Provisions  of  cliarter  regulating  public  utilities. 

b.  Terms  of  franchise,  i.  c,  main  provisions  only. 

2.  Contribution  of  each  public  utility  to  development  of  city. 

a.  Suburban  residences  provided  for. 

b.  Industry  promoted. 

c.  Comfort. 

d.  Other  reasons. 

3.  Methods  of  operating  public  utilities. 

a.  Private  ownership,  unregulated. 

b.  Private  ownership,  regulated. 

c.  Municipal  ownership. 
Arguments  for  municipal  ownership. 

a.  City  has  the  right. 

b.  Leasing — makes  bribes  and  corruption. 

c.  Leasing — takes  control  from  city  officials. 

d.  Service  cheap  and  efficient. 

e.  Other  reasons. 
Arguments  for  regulation. 

a.  Municipal  ownership  complicates  the  machinery  of  government. 

b.  Expense  not  lessened. 

c.  Other  reasons. 

4.  The  method  of  "local  option"  regulation  in  California.     Advantages. 

5.  The  city's  right  to  terminate  a  franchise. 
0.  Danger  of  city  officials  being  corrupted  by  interests. 

a.  Importance  of  choosing  men  of  high  moral  character  for  servants  of  the  city. 

b.  Alertness  of  electorate  essential  at  all  times. 

c.  The  value  of  Initiative,  Referendum,  and  Recall. 

Field  Work. 

Street  car  service. 

1.  Examine  the  map  and  note  where  the  electric  car  lines  run  in  your  city. 

2.  What  effect  has  their  location  had  towards  the  peopling  of  that  part  of  the  city 
or  city  suburbs? 

3.  With  what  other  places  is  this  city  connected  by  interurban  lines?     Of  what 
advantage  has  this  been  to  your  city? 

4.  What  are  some  of  the  needs  of  further  extension  of  car  service? 

5.  What  service  does  the  electric  railway  render  the  public? 

6.  What  are  some  public  needs  not  met  by  this  public  utility? 

7.  Who  fixes  the  cost  of  interurban  transportation? 

8.  Who  settles  disputes  that  come  up  about  rates? 

9.  To  whom  does  the  company  pay  its  taxes?      (See  amendment  to  State  Con- 
stitution.) 

10.  What  is  a  franchise?     What  are  the  terms  of  the  electric  line  franchise  of 
I  your  city?      (Ask  a  councilman.) 

>:  11.  What  provisions  are  made  by  the  company  for  the  safety  of  the  public? 

12.  How  can  boys  and  girls  aid  in  causing  fewer  accidents? 

i  Gas  and  light. 

'  13.  In  what  ways  have  gas  and  electricity  been  of  value  to  your  city? 

[  14.  What  service,  if  any,  does  each  give  without  compensation  to  the  city? 

I  15.  What  are  the  terms  of  the  franchise? 

I  16.  Who  regulates  the  price  of  gas  and  electricity?      (Ask  any  city  official.) 

I  17.  How  did  this  regulation  come  about? 

\  18.  What  parts  of  your  city  are  not  well  lighted?     Why? 


34  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

19.  What  parts  are  not  supplied  with  gas?     Why? 

20.  Why  should  the  flat  rate  be  low? 

21.  Read  the  rheostat  and  gas  meter  daily  for  one  week. 

22.  Learn  the  cost  per  unit  of  measure  and  estimate  the  cost  of  lighting  and  gas  in 

3'our  home  for  one  week. 

23.  Compare  with  cost  of  homes  of  other  members  of  the  class.     Take  into  account 

the  number  of  members  in  each  family. 

24.  In  your  own  homes,  how  can  you  lessen  the  high  cost  of  living? 

Water. 

25.  What  better  service  could  the  water  company  render  the  public?      (See  public 

health  questions.) 
2G.  What  are  the  regulations  as  to  the  time  for  using  water  in  the  yards? 

27.  Why  are  these  regulations  made? 

28.  What  are  the  rules  of  the  company  relating  to  dripping  faucets?     Why? 

29.  What,  if  any,  parts  of  the  city  are  not  supplied  with  running  water?     Why 

should  this  be  corrected? 

30.  Who  fixes  water  rates  in  j'our  city? 

31.  Wiiat  is  the  flat  rate? 

32.  What  is  the  rate  per  cubic  foot  of  water? 

References. 

Pupils'  Readings. 
City  Charter. 

Note. — Immature   pupils   can   not   understand   the   readings   available   on 
tliis  subject.     The  lesson  may  be  an  oral  one. 

For  Student  Teachers. 

American  Year  Book  1914. 

Nelson's  Cyclopedia. 

Cyclopedia  of  American  Government. 

National  Municipal  League  Series — King,  C.  L.  "The  Regulation  of  Public 
Utilities." 

American  City,  11 :  480 — Wilcox,  D.  F.  "Fundamental  Planks  in  a  Public  Utility 
Platform." 

Annals  of  American  Academy,  57:  8-19 — Same  article. 

Popular  Science  Monthly,  SG :  153— James,  E.  W.  "The  Ethical  Principle  in  the 
Physical  "Valuation  of  Rate  Making." 

Annals  of  American  Academy,  58:  140 — Wilcox,  Delos  F.  "Taxation  of  Public 
Utilities." 

Forum,  53 :  101 — Duncan,  C.  S.     "Paternalism  of  Public  Service  Commission." 

Annals  of  American  Academy,  53:  97.     "State  Regulation." 

Annals  of  American  Academy,  57^Guernsey,  H.  D.  "Regulation  of  Municipal 
Utilities." 

/bid.— Harrison,  C.  H.     "The  Regulation  of  Public  Utilities." 

Ibid. — Jones,  S.  P.  "What  Certain  Cities  Have  Accomplished  Without  State 
Regulation." 

76/d.— Eshleman,  J.  M.  "What  Regulation  Must  Accomplish  if  it  is  to  be  Per- 
manent." 

Ibid. — Ericksou,  II.     "Advantages  of  State  Regulation." 

Ibid. — Maltbie,  M.  L.  "Distribution  of  Functions  Between  Local  and  State  Regu- 
lations." 

Ibid. — Merriam,  C.  E.     "The  Case  for  Home  Rule." 

Ibid. — Baker,  N.  D.     "Municipal  Ownership." 

Jlid, — Howe,  Frederick  E.  "Municipal  Ownership — The  Testimony  of  Foreign 
Experience." 

Ibid. — Winchester,  A.  E.     "South  Norwalk's  Municipal  Electric  Works." 

Ibid. — Rosecrautz,  C.  M.  "Some  Limitations  and  Objections  to  Municipal  Owner- 
ship." 

.  Ibid. — Crosses,  R.     "Why  I  Believe  in  Municipal  Ownership." 


SYLLABUS   OF    CIVIC    PROBLEMS.  35 

CHAPTER  VIII. 

PUBLIC  CHARGES. 
Section   1.     Dependent  Children 

1.  Some  causes  of  child  dependency. 

a.  Unemployment. 

b.  Drink. 

c.  Desertion. 

d.  Accident  during  occupation. 

e.  Death  of  parent. 

f.  Delinquency  of  parent — imprisonment. 

g.  Sexual  indulgence, 
h.  Feeble  mindodness. 

i.  Laxness  in  punishment  of  wife  desertion. 

2.  Institutional  care  of  dependent  children. 

a.  Extent  of  such  care  in  the  United  States. 

b.  High   death   rate   due   to  prenatal   abuse ;   insufficient   attention ;    infection  ; 

syphilis. 

c.  Conditions  for  entering  an  orphanage. 

Careful  investigation. 

Absolute  control  of  child  by  institution. 

Medical  examination  and  segregation  of  delinquent  defectives. 

d.  Personnel  of  superintendent — should  be  : 

A  good  business  person. 
A  trained  worker. 
Irreproachable  character. 

e.  Standard  for  orphans'  home. 

As  nearly  like  a  real  home  as  possible. 
Should  give  training  for  artistic  appreciation. 
Should  train  for  occupation. 

f.  The  cottage  plan. 

Not  more  than  twelve  children  to  a  cottage. 

House-mother. 

Cottage  in  the  country. 

Advantages. 

g.  Objections  to  institutional  care. 

Child  no  economic  experience. 
No  parent  love. 
Uniform  discipline. 

Child  leaves  institution  at  critical  period  of  life. 
High  death  rate. 
Institutional  sins. 
Cost. 
h.  Objections  of  State  aid  to  private  institutions. 
Run  for  profit  by  its  management. 
No  adequate  supervision. 
State  should  superintend  the  spending  of  State  money. 

3.  Boarding  out. 

a.  Advantages — better  food ;  better  sanitary  surroundings. 

b.  Surroundings  natural. 

c.  Child  gets  greater  variety  of  experience. 

d.  Disadvantage — inadequate  investigation  as  to  where  the  child  is  placed. 

4.  Placing  out. 

a.  Object — to  lead  to  adoption  of  child  i»y  foster-parents. 

b.  Child  placing  societies,  good  and  bad. 

c.  Need  of  careful  investigation  before  placing. 

d.  Visits  by  a  trained  agent. 

e.  Replacing. 

f.  Value  of  placing  out. 


36  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

5.  Endowment  for  motherlioocl. 

a.  State's  need  to  care  for  its  children  for  the  State's  protection. 

b.  Economical — institutional  children  frequently  return  to  State  care  as  delin- 

quents. 

c.  Encourage  mothers  to  care  for  their  own  illegitimate  children.     Saves  the 

mother. 

d.  Lowers  the  death  rate. 

6.  Child  care  in  California. 

a.  Small  number  of  children  needed  to  establish  an  orphans'  home. 

b.  Inadequate  supervision. 

c.  State  aid  inadequate. 

d.  Subsidized  private  institutions. 

7.  Administration. 

a.  Board  of  managers.     How  appointed. 

b.  Matron.     How  chosen. 

c.  Powers  of  State  Board  of  Charities. 

Note. — The  references  on  dependent  children  are  too  difficult  for  most 
immature  pupils  to  read.  The  teacher  can  use  the  outline  as  a  basis 
for  a  talk  on  the  subject. 

Emphasize. 

1.  That  the  children  are  unfortunate  and  in  no  way  responsible  for  being  dependent. 

2.  That  all  boys  and  girls  are  dependent  upon  some  one  for  care  and  support. 

3.  That  all  other  boys  and  girls  should  be  kind  to  those  who  are  orphaned. 

4.  That  in  so  doing  they  are  making  these  children  happy  and  helping  them  to 

become  good  citizens. 

5.  Ask  the  pupils  to  show  the  following  survey  to  their  parents  and  explain  it  to 

them.     This  is  to  get  the  parents  interested  in  the  institution. 

For  Student  Teachers. 

Survey  of  Orphans'  Home. 
(Adapted.) 

Location 

Number  of  acres 

(Answer  yes  or  no.) 

Soil,  good  quality Productive 

Site,  pleasing  outlook 

Water  abundant Pure  for  home  use 

Water  abundant  for  irrigation 

Administration. 

Private  charity  appoints  matron 

State  appoints  board  of  managers 

Supervised  by  State  Board  of  Charities 

Supervised  by  rt'i)rosentative  of  the  State 

Matron  chosen  regardless  of  politics 

Manager  chosen  regardless  of  politics 

Matron  business  ability 

Matron  kind,  firm,  good  habits 

Matron  good  housekeeper 

Matron  privilege  of  appointing  her  assistants 

Help — good  character 

Help — good  influence  on  children 

Help — efficient    

Supplies — furni.shed  by  contract 

Record  of  supplies  bought  and  cost 

Food — meat  or  meat  substitutes  once  a  day 

Food — a  balanced  diet 

Food — substantial  and  plain 


SYLLABUS   OF    CIVIC   PROBLEMS. 


37 


Accounts  of  matron  or  business  manager  open  to  public 

Accounts  easily  understood 

Buildings  not  more  than  two  stories 

Sunlight  in  each  room  at  some  time  of  the  day 

Fresh  air  in  abundance 

Bedrooms  used  for  sleeping  and  privacy  only 

Ii-on  beds 

Dormitories  from  6  to  12  beds 

Separate  rooms  for  older  children 

One  bed  for  each  child 

Bathroom,  minimum — one  for  12  children 

Individual  towels  and  soap — 

Lavatories  convenient  and  adequate 

Boys  and  girls  in  separate  dormitories 

Segregation  of  decent  from  unmoral 

Segregation  of  sick  from  others 

Separation  of  babies  and  young  children  from  older  ones 

Heating — steam  heat  protected  by  screens  for  small  children 

Children — ample  school  facilities 

Opportunity  to  mix  with  outside  children 

Children  each  daily  tasks 

Children  trained  for  occupations 

Parents  any  control  of  children  in  institution 

Adequate  supply  of  milk  for  young  children 

Sleeping  porches  for  frail  children 

Sitting  rooms  home-like 

Sitting  rooms  for  older  and  younger  children  separate 

Sitting  rooms  furnished  with  books,  music,  or  other  adequate  means  of  entertain- 
ment   

Dining  room  home-like ;- 

Remarks :  Note  any  distinguishing  feature  of  the  institution  not  called  for  in  this 
survey.     Note  especially  the  needs  of  the  institution. 

References. 

Pupils'  Readings. 

Conference    of    Charities    and    Corrections,    1914:    178-183— Solenberger,    E.    D. 

"Standards  of  Efficiency  in  Boarding  Out  Children." 
World's  \\'ork,  28:  192-7 — Fearing,  A.     "Home  and  a  Chance  for  Life." 
Survey,  32  :  170-1^ — "Case  of  the  Twins  of  Greenwich." 
Survey,  31 :  356-7— Hart,  H.  H.     "Child  Helping." 
Conference  of  Charities  and  Corrections,  1915 :  174 — Doherty,  W.  J.     "A  Study  of 

Results  of  Institutional  Care"   (Select.). 

For  Student  Teachers. 

Nelson's  Cyclopedia. 

Mangold,  George  B.     "Child  Problems." 

Henderson,  C.  H.     "Dependents,  Defectives  and  Delinquents."     pp.  99-120. 

Warner,  Amos.     American  Charities.     266  ff. 

Craftsman,  27:  441 — Berg,  Clara  L.     "A  New  Ideal  Home  for  the  Orphans." 

Conference  of  Charities  and  Corrections,  1912  :  48-57 — Baldwin,  Rogers  M.     "Com- 
munity Organization  for  Children." 

Conference  of  Charities  and  Corrections,  1914  :  171-178 — .Johnson,  C.  H.     "Stand- 
ards of  Efficiency  in  Institutions  for  Children." 

Conference  of  Charities  and  Corrections,  1913:  306-11— Gates,  W.  A.     "Children 
in  California." 

Conference  of  Charities  and  Corrections,  1913  :  295-302— Sliugerland.     "The  Need 
of  Child  Welfare  Work  in  Rural  Communities." 

Conference  of  Charities  and   Corrections,   1913:   287-93 — Sessions.   F.   J.     "Voca-     3- 
tional  Training  in  Institutions." 


38  STATE    NORMAL   SCHOOL,    SAN    JOSE. 

Conference  of  Charities  and  Corrections,  1914  :  183-89— Reynolds.  W.  S.  "Stand- 
ards of  Placing  Out  in  Free  Family  Homes."' 

Conference  of  Charities  and  Corrections,  1914:  189-94 — Baldwin.  R.  X.  "Ilow 
Shall  We  Frame  a  Consistent  Public  Policy  for  Children?" 

Section  2.     The   Dependent,  the   Poor  and  the  Almshouse. 

1.  Administration. 

a.  Board  of  supervisors — their  unfitness. 

b.  Desirability  of  having  all  almshouses  under  State  control. 

c.  Qualifications  of  Superintendent. 

?.  Standard  of  what  constitutes  good  management. 

a.  Personnel  of  Superintendent, 

b.  Kind  of  persons  admitted. 

c.  Care  in  dismissal. 

d.  Sanitary  condition  of  buildings. 

e.  Degree  to  which  the  institution  is  self  supporting. 

f.  Businesslike  methods  of  buying. 

g.  Comfort  of  inmates. 

h.  Freedom  from  political  control. 

3.  Argument  for  and  against  institutional  care. 

a.  Substitution  of  other  form  of  relief. 

b.  Old  age  pensions. 

4.  Objections  to  private  institutions  receiving  State  subsidies. 

a.  State  can  not  control  it. 

b.  Builds  up  a  political  machine. 

c.  Persons  retained  when  no  longer  in  need. 

d.  Funds  used  for  purposes  not  so  intended. 

5.  Need  of  further  segregation  in  case  of  poor. 

a.  Placing  feeble-minded  in  special  institution. 

b.  Making  almshouse  a  home  for  aged  poor. 

6.  Mode  of  procedure  in  giving  relief.  I 

a.  Investigate. 

b.  Reconstruct  the  family  when  possible. 

c.  Get  all  agencies  to  co-operate.  ■! 

d.  Distinguish  between  the  pauper  and  the  aged  poor. 

Field  Work. 

(Adapted  from  Johnson,  Almshouse  Construction  and  Management.) 
For  Student  Teachers. 

AXMSHOUSE  Survey. 
(Answer  by  yes  or  no.) 

Administration. 

By  Board  of  Supervisors 

By  State  Board  of  Charities 

Superintendents. 

Chosen  regardless  of  politics 

Business  ability  and  integrity 

Practical  farmer 

Good  habits — even  temper 

Keeps  daily  record  of  inmates 

Tries  to  improve  morals  of  inmates 

Listens  to  inmates'  complaints 

Appoints  subordinates 

Matron — good  housekeeper 

Sympathetic    

Good  character 


SYLLABI'S   OF    CIVIC    PROBLEMS.  39 

Accounting  system  open  to  public,  and  understandable 

Supplies  purchased  by  contract 

Store  room  accounts  of  goods  received  and  used 

Food  varieties  and  balanced  diet 

Food — meat  once  a  day : 

Clothing  easily  washed 

Location — country  ;  easy  and  quick  communication  with  city 

Number  of  acres.     Adequate — 100  or  more  according  to  number  of  inmates 

Soil  of  farm — good  quality  ;  productive 

Site  pleasing — outlook 

Water  abundant — pure  for  house  use : 

Water — abundant  for  irrigation 

Wood  lot,  acre  or  so 

Building — not  more  than  two  stories 

Sunlight  in  each  room  some  time  during  the  day 

Fresh  air  in  abundance 

Bedroom  used  for  sleeping  and  privacy  only 

Iron  beds  

Woolen    blankets   

Bedding  of  sanitary  material 

Sexes  separate  

Lavatories  and  bathrooms  convenient  and  sufBcient  for  1  to  12  jiersons 

Toilets  convenient 

Cottages  for  married  people 

Heating  by  steam  protected  by  screens 

Porches  sufficient 

Institutional  record  of  inmates  by  card  system 

Number  of  inmates  between  100  and  200 L 

Sitting  room,  comfortable  and  homelike 

Segregation  of  sick  in  hospital 

Segregation  of  feeble-minded 

Segregation  of  children  sent  to  orphanage 

Is  there  a  dairy  in  connection  with  the  home? 

Is  there  a  garden? 

Is  there  a  piggery? 

Any  means  of  raising  chickens? 

Any  other  means  of  self  support? 

Remarks :  Give  your  general  impression  of  the  institution.     State  specifically  what 

its  needs  are  and   how   they   could  be  supplied.     Illustrate  survey  with  kodak 

views  when  possible. 

Field  Work.     Associated  Charities. 

Visit  the  Secretary  of  the  Associated  Charities. 

1.  Inquire  how  the  organization  is  supported. 

2.  How  is  it  governed? 

3.  What  public  funds  does  it  spend? 

4.  What  control  does  the  public  have  over  these  funds? 

5.  What  is  the  kind  of  help  the  Associated  Charities  gives  the  needy? 

6.  How  decide  whether  the  applicant  is  deserving? 

7.  How  many  cases  has  it  helped  during  the  past  month? 

8.  What  effort  is  made  to  give  those  who  are  able,  work  to  do? 

9.  Read  the  monthly  statement  of  this  work  in  the  local  papers. 
10.  How  can  you  assist  the  Associated  Charities  in  its  work? 


40  STATE    NORMAL   SCHOOL,   SAN    JOSE. 

References. 

Pupils"  Readings. 

Sellers.  Edith.     "The  Danish  Poor  Relief  System"  (Select.). 

Hunter,   Robert.     "Poverty."     OGff. 

Warner,  Amos.     "American  Charities,"  195-244. 

American  Magazine,  70 :  214 — Oppenheim,  J.     "He's  Only  a  Pauper  Whom  Nobody 
Owns." 

Survey,  32  :  616 — Shaw,  Ernest.     "Public  Institutions  for  the  Poor  in  Peking." 

Sun-ey,  32:  2.3— Devine,  Edward.     "Widow's  Needs." 

Conference  of  Charities  and  Corrections,  1912:  118-21 — Gallagher,  Mrs.  Wm.  E. 
"Expenditures  of  the  Poor." 

Conference  of  Charities  and  Corrections,  1912  :  121 — Dowd,  Rev.     "Burial  Costs 
Among  the  Poor." 

Conference  of  Charities  and  Corrections,  1912 :  71-76 — Gates,  A.  W.     "Deporta- 
tion of  Insane  Persons,  Paupers  and  Others." 

Conference  of  Charities  and  Corrections,  1914  :  465— Auerbach,  M.  A.     "Existing 
Conditions  and  Needed  Reforms"  (Select.). 

Survey,  32  :  30 — Bacon,  A.  F.     "Poor  and  Their  Poverty." 
For  Student  Teachers. 

Nelson's  Cjxlopedia. 

Johnson,  Alex.     "Almshouse  Construction  and  Management." 

Hunter,  Robert.     "Poverty."     pp.  66-106. 

Henderson.  Charles  R.     "Dependents,  Defectives,  Delinquents."     pp.  48-98. 

Century,  73  :  1008 — Mason,  M.  H.     "Poor  Law  Children  and  the  Efficient  Inspec- 
tion of  the  'Divine  System.'  " 

Atlantic  Monthly,  114 :  452 — Repplier,  Agnes.     "Our  Lady  Poverty." 

Survey,  31 :  764.     Connecticut  System  of  "Passing  on  the  Poor." 

Henderson,  C.  R.     "Social  Spii'it  in  America."     260  ff. 

Section  3.     The  Juvenile   Delinquent. 

1.  Causes  of  delinquency. 

a.  Neglect  due  to  poverty. 

b.  Neglect  due  to  sickness. 

c.  Family  trouble, 

d.  School  neglect. 

e.  Civic  neglect. 

f.  Foreign  parents. 

g.  Mental  defects  of  parents, 
h.  Mental  defects  of  child. 

i.  Low  grade  occupation  of  parents. 

2.  Types  of  delinquent  juveniles. 

a.  Child  from  degraded  home. 

b.  Homeless  child. 

c.  Child  from  foreign  home. 

3.  Nature  of  delinquencies. 

a.  Truancy. 

b.  Theft. 

c.  Immorality. 

d.  Incorrigibility. 

e.  Malicious  mischief,  etc. 

4.  Proposed  reform — prevention  of  child  delinquency. 

a.  Give  child  physical  treatment. 

b.  Mother  equal  care  with  father. 

c.  Strengthen  and  enforce  child  labor  laws. 

d.  Citizens  co-operate  in  enforcing  law. 

e.  Increase  use  of  school  buildings. 

f.  Increase  length  of  school  term. 

g.  Continuation  schools. 


SYLLABUS   OF    CIVIC   PROBLEMS.  41 

The  Juvenile  Court, 

1.  Principles  for  which  it  stands. 

a.  The  State  is  above  the  parent. 

b.  Adult  responsibility  for  child  care. 

c.  Change  procedure  from  criminal  to  chancery  court. 

2.  Methods  of  court  procedure. 

a.  Investigates  child's  environment.     Hears  evidence  of  neighbors. 

b.  Investigates  occasion  of  offense. 

c.  Takes  into  consideration  child's  physical  condition. 

d.  Gives  child  another  chance  on  probation.      (See  Delinquency.) 

3.  Court — mPtho<l  of  treating  delinquent. 

a.  Parole. 

b.  Placing  child  in  other  homes. 

c.  Chastising  parents. 

d.  Reform  school. 

4.  Newer  court  methods.     Keep  the  child  out  of  detention  home. 

Field   Work. 

1.  Visit  the  detention  home  of  your  city.      (You  will  not  be  allowed  to  see  the  chil- 

dren there.) 

2.  Ask  the  probation  officer,  or  the  matron,  or  both,  how  they  are  trying  to  li  'l))  the 

boys  and  girls. 

3.  What  is  your  idea  of  the  needs  of  the  home? 

4.  Remember  that  you  can  avoid  leading  boys  and  girls  into  temptation  that   may 

cause  them  to  be  sent  to  the  detention  home. 

References. 

Pupils'  Readings. 

Breckenridge,  Abbot.     "The  Delinquent  Child  and  the  Home"   (Select.). 

Puffer,  J.  A.     "The  Boy  and  His  Gang." 

Lindsey,  Judge  B.  B.     "The  Juvenile  Court  of  Denver." 

Outlook,  88:  123— Howe,  F.  C.     "A  City  in  the  Life  Saving  Business"  (Boyville). 

Outlook,  89 :  818— Hall,  H.     "Making  Good  Citizens  Out  of  Bad  Boys." 

Survey,  24  :  742 — Lindsey,  Judge  B.  B.     "The  Evolution  of  the  Juvenile  Court." 

MeClure's,  37 :  678 — Puffer,  J.  A.     "Boy  Gangs  and  Boy  Leaders." 

George,  Wm.     "The  Junior  Republic." 

George.  Wm.     "Citizens  Made  and  Remade." 

Literary  Digest,  50 :  1298 — "Bad  Boy  Becomes  a  Farmer." 

American  City,  11:  121-2 — Judge,  G.  E.     "The  Railroads  as  a  Contributory  Cause 
of  Juvenile  Delinquency." 

Conference  of  Charities  and  Corrections,  1914  :  317-22 — Addams,  G.   S.     "Defec- 
tives in  the  Juvenile  Court"  (Select.). 
For  Student  Teachers. 

Dugdale,  R.  L.     "The  Jukes." 

More,  Mrs.  L.  B.     "The  Wage  Earners'  Budget." 

Pettengill,  Lillian.     "The  Toilers  of  the  Home." 

Van  Yorst,  Mrs.  John  and  Marie.     "The  Woman  Who  Toils." 

Annals  of  American  Academy,  36:  57-6€^ — Hart,  H.  H.     "Distinctive  Features  of 
the  Juvenile  Court." 

Annals  of  American  Academy,  56 :  88-92 — Runge,  E.  F.     "Women  in  the  Juvenile 
Court." 

American  Journal  of  Sociology,  16 :  52 — Breckenridge,  S.  P.     "Neglected  Widow- 
hood in  the  Juvenile  Court." 

Addams,  Jane.     "The  Spirit  of  Youth  and  the  City  Streets." 

Review  of  Reviews,  48  :  214-7 — Reed,  Mrs.  F.  W.     "Research  Work  in  the  Minne- 
apolis Juvenile  Court." 


42  STATE   NORMAL   SCHOOL,    SAN    JOSE. 

Mangold,  George  B.     "Child  Problem."     Book  IV,  Chapters  1-5. 

Hunter,  Robert.     "Poverty."     pp.  190-2GO. 

Conference  of  Charities  and  Corrections,  1914 :  108-10 — Falconer,  M.  P.     "Culture 

of  Family  Life  vs.  Reformatory  Treatment." 
Survey,  34  :  552 — "Feeble  Mindedness  Among  Delinquent  Children." 
American  Journal  of  Sociology,  20:  731 — Beldcu,  Evelina.     "The  Boys'  Court  of 

Chicago ;  a  Record  of  Six  Months'  Work." 
Literary  Digest,  50:  762 — "A  Glimpse  of  Ben  Lindsey  Justice." 

Section  4.     The  Adult  Delinquent. 

1.  Causes  of  crime  and  conditions  that  breed  criminals. 

a.  Bad  housing. 

b.  Lack  of  recreational  facilities. 

c.  Unemployment. 

d.  The  responsibility  of  the  lawyer  and  the  courts. 

e.  Failure  to  deal  with  the  child  lawbreaker  wisely. 

f.  Saloons  and  gambling  dens. 

2.  Fundamentals  of  prison  reform. 

a.  Co-operation  of  the  home  ;  school ;  church  ;  community  ;  courts  and  State. 

3.  Program  for  prison  reform. 

a.  Treatment  of  prisoner  based  on  character  of  man  instead  of  offense. 

b.  Indeterminate  sentence. 

c.  Opportunity  for  education. 

d.  Training  for  vocation. 

e.  Treating  and  curing  disease. 

f.  Reward  for  good  conduct. 

g.  Saving  of  discharged  prisoners. 

h.  Indemnification  for  wrongful  imprisonment. 
i.  Utilizing  the  power  of  religion. 

4.  Character  of  warden  or  jailer. 

a.  A  just  and  humane  man. 

b.  Requires  obedience  of  subordinates. 

c.  Will  listen  to  complaints  of  prisoners. 

d.  Not  a  political  tool. 

5.  Desirable  features  of  the  prison. 

a.  Safety. 

b.  Sanitary— sunlight  in  cells. 

c.  Modern  methods  of  lighting  and  heating. 

d.  Equipped  for  recreation  and  gymnasium  ;  open  courts. 

e.  School.     Other  means  of  self  betterment. 

f.  Chapel ;  different  religions  i-epresented. 

g.  Food — substantial ;  variety. 

h.  Opportunity  for  learning  a  trade  to  which  prisoner  is  adapted. 

6.  The  Farm  Colony — Why  preferable  to  prison  and  jail. 

a.  Better  health. 

b.  Better  spirit  among  prisoners. 

c.  Improved  moi'als. 

d.  Willing  to  work. 

e.  Chance  to  study  horticulture  and  agriculture. 

7.  Probation  for  first  offenders. 

8.  Paroles. 

a.  An  incentive  to  good  conduct. 

b.  Number  of  non-repeaters  justifies  the  system. 

9.  The  honor  system. 

a.  Self  governing  by  prisoners'  representatives. 
The  good  moral  influence. 

b.  Personality  of  man  at  head  of  such  system. 


SYLLABUS  OF  CIVIC  PROBLEMS.  43 

10.  Compensation  for  convict  labor. 

a.  The  abominableness  of  the  contract  system. 

b.  Paying  for  labor  for  support  of  family. 

c.  Profit  sharing. 

11.  The  county  jail.     Why  abolish  it? 

a.  Unsanitary. 

b.  Moral  influence  bad ;  a  breeding  place  for  more  crime. 

c.  Center  of  graft. 

d.  Expensive. 

e.  Substitute — State  control. 

12.  Some  methods  of  suppressing  crime.     See  causes  also. 

a.  Better  police  protection. 

b.  Prevent  habitual  criminals  from  propagating  their  kind. 

c.  Classify  prostitutes,  procurers,  and  fornicators  with  criminals. 

References. 
Pupils'  Readings. 
Nelson's  Cyclopedia. 

Taylor,  Winfred  E.     "The  Man  Behind  the  Bars"   (Select). 
Osborne,  Thomas.     "Within  Prison  Walls"  (Select.). 
Kelly,  Edmund.     "The  Elimination  of  the  Tramp." 
Outlook,  106 :  S5— By  a  Convict.     "Prison  Life." 

Outlook,   107 :   695-8 — "How   a   Woman   Commissioner  Deals   With   Prison   Prob- 
lems." 
Technical  World,  21 :  108-79— Bailey,  Millard.     "The  Blood  Lash  vs.  Reform." 
Outlook,  107  :  917-22— Lewis,  O.  F.     "The  New  Freedom  of  Auburn  Prison." 
National  Prison  Association,  1911 :  01— Richards,  Wm.  N.     "Physical  Defects  of 

Criminals." 
Conference  of  Charities  and  Corrections,  1913 — Trumball,  Mrs.  M.   W.     "Honor 

System  of  Prison  Labor." 
Conference  of  Charities  and  Corrections,  1911 — AA'ines,  F.  H.     "The  Abolition  of 

the  County  Jail." 
Conference  of  Charities  and  Corrections,  1912:  191 — Cooley,  H.  R.     "The  Farm 

Colony." 
Conference  of  Charities  and  Corrections,  1915 :  3S-45 — Oates,  W.  H.     "The  County 

Jail." 
Conference  of  Charities  and  Corrections,  1915:  45-49 — Whittaker,  W.  H.     "The 

Industrial  Farm." 
Conference  of   Charities  and   Corrections,   1915 :    48-53— Gilmour,    J.   T.     "E^arm 

Treatment  of  Prisoners  at  Guelph." 

For  Student  Teachers. 

Wright,  Carroll  D.     "Practical  Sociology  and  Criminology."     p.  350  ff. 

Technical  World,  21 :  S98-9 — Person,  Charles  W.  "Women  Keepers  for  Women 
Prisoners." 

National  Prison  Association,  1911 :  61 — Moore,  F.     "Mending  Immoral  Morons." 

National  Prison  Association,  1911 :  61 — Coddington,  J.  K.     "Prison  Associations." 

National  Prison  Association,  1911 :  61 — Scott,  H.  K.  W.  "Report  of  Standing 
Committee  on  Prison  Discipline." 

Conference  of  Charities  and  Corrections,  1911 — Eliot,  Chas.  W.  "The  Suppres- 
sion of  the  Moral  Defectives." 

Conference  of  Charities  and  Corrections,  1911 :  64 — Goddard,  Dr.  K.  "Treatment 
of  Mental  Defectives  Who  Also  Become  Delinquent." 

Conference  of  Charities  and  Corrections,  1915 :  3S-4.5 — Oatcs,  W.  II.  "The  County 
Jail." 

Conference  of  Charities  and  Corrections,  1915  :  54 — Patts,  C.  S.  "The  State  Farm 
System  in  Texas." 

Survey,  34 :  135 — Butler,  A.  W.     "Indiana  State  Farm  for  Misdemeanants." 


44  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

Field  Work. 
For  Student  Teachers. 

1.  Visit  tlie  county  jail  or  the  city  jail. 

2.  Note  the  conditions  of  the  "tanks"  in  which  the  prisoners  siioud  the  day. 

a.  Sanitation. 

b.  Light. 

c.  Air  space. 

d.  Place  to  sit ;  etc. 

3.  Note  the  condition  of  the  cells  as  to  sanitation. 

a.  Cleanness  of  beds,  blankets. 

b.  Freedom  from  vermin. 

c.  Crowding  in  the  cells. 

4.  How  do  the  prisoners  spend  their  time? 

5.  What  is  the  nature  of  the  food?     How  much? 

6.  What  provision  is  made  for  clean  clothing? 

7.  What  opportunity  have  the  prisoners  to  work? 

8.  What  opportunity  for  recreation? 

9.  What  effort  is  made  to  prevent  education  in  criminality? 

a.  By  giving  the  prisoners  an  occupation. 

b.  By  permitting  them  to  read. 

c.  By  segregating  the  first  offenders  from  repeaters. 

10.  How  are  persons  not  yet  convicted  treated? 

11.  What  are  the  immediate  causes  of  delinquency?      (See  jail  records.)      What 

appears  to  be  the  leading  cause? 

12.  Learn  cost  of  upkeep  of  jail  per  month.      (Ask  Sheriff.) 

13.  State  your  opinions  as  to  whether  the  jail  is  a  place  of  detention,  a  reform 

institution,  or  a  place  to  make  criminals. 

Section  5.     Child  Labor  and  its  Relation  to  Delinquency. 

1.  The  case  against  child  labor. 

a.  Crowds  men  out  of  employment. 

b.  T^nfits  the  child  to  become  a  parent. 

c.  Increases  crime  and  makes  more  criminals. 

d.  Is  expensive  to  industry. 

2.  Extent  to  which  children  employed  in  industries. 

a.  In  the  cotton  mills. 

b.  In  the  canneries. 

c.  Shucking  oysters. 

d.  Coal  breakers. 

e.  Plying  street  trades. 

f.  Glass  factories. 

g.  Strawberry  and  cranberry  fields. 

Total  number  of  children  workers  (1914),  1,750,000. 

3.  Effect  of  labor  upon  the  child. 

a.  Dwarfed  physically. 

b.  Physical  injuries. 

c.  No  op])ortunity  for  education. 

d.  Little  chance  for  recreation. 

e.  Vicious  snri'oundings  contribute  to  juvenile  delinquency. 

4.  What  to  do  to  prevent  child  labor. 

a.  Provide  mothers'  pension. 

b.  Enforce  and  pass  laws  against  child  labor. 

c.  Provide  vocational  guidance. 

d.  I'rovide  continuation  schools. 

e.  Educate  the  luiblic. 

C.  The  National  Child  Labor  Bureau. 

a.   Its  aims  and  what  has  been  acoomplishod. 
6;  The  proposed  Federal  Child  Labor  Bill. 

a.  Purpose — to  prevent  interstate  commerce  in  products  of  child  labor. 


SYLLABUS   OP    CIVIC   PROBLEMS.  45 

Field  Work. 

(Get   acquainted   with    a   cliild    tliat   lias    left    tlie   grammar   scliool   to    go   to   work. 
Make  record  of  tlie  following  data  concerning  the  child.) 

Survey  of  Child  Worker. 

Name  of  child Address 

Age Years Months 

Father  living Mother  living 

Parents  separated 

Father's  occupation 

Child's  occupation   

Number  of  hours  of  work  per  day 

Child's  daily  wage 

Does  the  child  go  to  day  school? Night  school? 

What  grade  has  it  reached  in  school? 

How  did  it  get  along  in  its  studies? 

Why  did  it  leave  school? 

Has  it  any  mental  defects? If  so,  what? 

Has  it  any  physical  defects? Ifso,  Avhat? 

What  are  the  child's  needs? 

What  is  the  child's  recreation? 

What  are  the  needs  of  the  family? 

How  long  has  the  child  worked  at  this  occupation? 

What  other  occupations  has  it  followed? 

What  effect  has  the  occupation  had  on  the  child's  character? 

Child  worker.     Inquiries  at  school. 

1.  Learn  the  names  of  boys  and  girls  who  have  left  school  during  the  year. 

2.  Learn  reasons  for  leaving. 

3.  Where  are  they  now? 

4.  What  are  they  doing? 

ij.   What  were  the  child's  habits  when  in  school? 

a.  Learn  easily  or  slowly? 

b.  Industrious  or  lazy? 

6.  What  physical  defects  did  the  child  have? 

7.  What  bad  habits  did  the  child  have? 

References. 

Pupils'  Readings. 

Spargo,  J.     '-The  Bitter  Cry  of  the  Children." 

Survey,  27 :  1281— Chute,  C.  L.     "The  Cost  of  Cranberry  Sauce." 

Survey,  27  :  1375-7 — Sumner,  M.  B.     "What  the  Government  Found." 

American  City,  12 :  23-4 — Dwight,  Helen  C.     "The  Menace  of  Street  Trading  by 

Children." 
Exhibit  Handbook,  Pamphlet  No.  241 — National  Child  Labor  Committee. 
Survey,  33  :  303 — "Child  Workers  in  North  Carolina  Cotton  Mills." 
Survey,  33  :  435 — "Child  Scavengers." 

Survey,  33 :  342 — Lovejoy,  O.  R.     "Jersey  Cranberry  Bogs." 

Child  Labor  Bulletin,  Vol.  3 :  42-45 — Newman,  Pauline.     "Child  Labor  a  Menace." 
Child  Labor  Bulletin,   Vol.   3,   No.   1:   52-56— Bleuk,   J.   H.     "The  Child   in   the 

Street." 
Child  Labor  Bulletin,  Vol.  3,  No.  1 :  50-59— Clopper,  E.  N.     "Why  Overlook  the 

Street  Worker?" 
Child  Labor  Bulletin,  Vol.  3,  No.  1 :  153-1.5S — Bremer,  H.  M.     "Agricultural  Work 

and  School  Attendance." 
Child  Labor  Bulletin,  Vol.  3,  No.  2 :  7— "The  Whitest  Gift  of  All." 
Ihid.,  Vol.  3,  No.  2  :  31— "Blossom  Time." 
Ibid.,   Vol.  3,   No.   2:  49— "Story  of  a  Medicine  Bottle."     Also  in   Child   Labor, 

Vol.  2,  No.  2. 


46  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

Ibid.,    Vol.   3,    No.    2:' 57— "Story   of  My   Cotton    Dress."'     Also    Vol.   2,    No.   2, 

August,  1913. 
liuL,  Vol.  3,  No.  2 :  6G— "Mr.  Coal's  Story."     Also  Vol.  2,  No.  2,  August,  1913. 
Ibid.,  Vol.  3,  No.  2 :  79— "The  Present  Day  American  Mill  Child."     Also  Vol.  2, 

No.  2,  August,  1913. 
Ibid.,   Vol.   3,   No.   2:   93-108— Rochester,   Anna.     "Children   at   Work   on   Men's 

Clothing"  (Select). 
Ibid.,  Vol.  3,  No.  2 :  52-61— Adler,  Eleanor  H.     "Children  Who  Weave  Silk." 
Ibid.,  Vol.  3,  No.  2— Ferber,  Edna.     "The  Clinker." 
Ibid.,  Vol.  3,  No.  2:  20 — Driscoll,  Louise      "Buttons  and  Bertha." 
Ibid.,  Vol.  3,  No.  2 :  37— McGriff,  Jessie  M.     "A  Dead  Issue." 
Ibid.,  Vol.  3,  No.  2 :  50— Porter,  E.  H.     "For  Mikey." 

Ibid.,  Vol.  3,  No.  4  :  17— Adler,  E.  H.     "Child  Flower  Makers  in  New  York  Tene- 
ments." 
Ibid.,  Vol.  3,  No.  4:  2.j— "The  High  Cost  of  Child  Labor"  (Select.). 
Ibid.,  Vol.   2,   No.   1 :   1— Kelley,   Florence.     "The  Child  Bread   Winner  and   the 

Dependent  Parent." 
Ibid.,    Vol.   2,   No.    1 :    105 — Hine,    L.   W.     "The   Child's   Burden   in   Oyster  and 

Shrimp  Factories." 
Ibid.,  Vol.  2,  No.  1 :  70 — Bremer,  H.  M.     "Strawberry  Pickers  in  Maryland." 
Ibid.,  Vol.  4,  No.  2  :   114 — Hine,  Lewis.     "Some  Local  Child  Labor  Problems  in 

California." 
Ibid.,  Vol.  4,  No.  2:  12G— Adler,  Dr.  Felix.     "Seven  Sins  of  Child  Labor." 
Pamphlet  No.  24G,  National  Child  Labor  Committee — "Street  Workers." 
Pamphlet   No.   215,    National   Child   Labor   Committee — Bremer,   H.   M.     "People 

Who  Go  to  Tomatoes." 
Pamphlet  No.  18S — Brown,  E.  F.     "Child  Labor  in  New  York  Canning  Factories." 
McClure's,  40:  GS  (April)— Todd,  Helen  M.     "Why  Children  Work." 
Technical  World,  20:  8-19— Price,  W.  D.     "Greasy  Olivers." 
For  Student  Teachers. 

Annals  of  American  Academy,  38,  Supplement,  July,  1911 — Proceedings  of  Seventh 

Annual  Conference  of  the  National  Child  Labor  Committee. 
Survey,  27 :  1044 — Breckenridge,  S.     "Beginnings  of  Child  Labor  Movement." 
Survey,  27  :  1781-4 — Lovejoj',  O.  B.     "Child  Labor  and  Education." 
Survey,  30 :  98-100— "From  School  to  Job,  in  Philadelphia." 
Survey,  31 :  589— Hine,  L.  W.     "Children  or  Cotton." 
Conference  of  Charities  and  Corrections,  1914  :  loS-14G — McKelway,  A.  J.     "Ten 

Y'ears  of  Child  Labor  Reform." 
Survey,  33 :  413 — "The  Children's  Chance  Before  Congress." 
Survey,   32:   303 — Merriman,   C.     "Searchlight  Turned   on   Child   Labor  and   the 

Tailoring  Trade." 
Survey,  33:  481 — Sanville,  F.  L.     "Daybreak  for  Pennsylvania  Working  Children." 
Child   Labor  Bulletin,   Vol.  3,   No.  1:   20— Adler,   Dr.   Felix.     "The  Abolition   of 

Child  Labor  and  National  Duty." 
Ibid.,  Vol.  3,  No.  1 :  63-G9— Hine,  L.  W.     "The  High  Cost  of  Child  Labor." 
Ibid.,  Vol.  3,  No.  1 :  107-llG— Hall,  G.  A.     "Proper  Issuance  of  Work  Permits." 
Ibid.,  Vol.  3,  No.  2  :  108-123— Rochester,  Anna.     "Child  Labor  in  Glass  Industry" 

(Select.). 
Ibid.,  Vol.  2,  No.  1 :  27 — Kingsbury,  John  A.     "Child  Labor  and  Poverty,  Both 

Cause  and  Effect." 
Ibid.,  Vol.  2,  No.  1 :  5G — Lathrop,  Julia  C.     "The  Federal  Children's  Bureau." 
Ibid.,  Vol.  1,  No.  1 :  24— Wooley,  Dr.  H.  T.     "Child  Labor  and  Vocational  Guid- 
ance." 
Ihid.,  Vol.  2,  No.  1 :  59 — Hine,  L.  W.     "Present  Condition  in  the  South." 
Ibid.,  Vol.  1,  No.  1 :  38 — Peai*se,  C.  G.     "Child  Labor  and  the  Future  Development 

of  the  Schools." 
Ibid.,  Vol.  1,  No.  3 :  36-6^^Hine,  L.  AV.     Photographs. 


SYLLABUS  OP  CIVIC  PROBLEMS.  47 

Ibid.,  Vol.  1,  No.  3:   19 — Eschenbrennor,  J.   J.     "Day  aud  Night  in  a  Vegetable 

Canning  Factory." 
Pamphlet  No.  24G,  National  Child  Labor  Committee — "Street  Workers." 
Pamphlet  No.  21G,  National  Child  Labor  Committee — Lovejoy,  Owen.     "A  Brief 

for  the  Palmer-Owen  Child  Labor  Bill." 
Survey,  30:  167-72 — Hine,  L.  W.     "Baltimore  to  Biloxi  aud  Back." 
Literary  Digest,  45  :  1110-2 — "Children  in  the  Canneries." 
Literary  Digest,  45  :  1195-G — "Baby  Toilers." 

Independent,  72  :  255-6 — Nearing,  S.     "Power  Behind  Our  Silk  Mills." 
Technical  World,  16  :  497-504 — Bache,  R.     "Shrimps  and  Babies." 


CHAPTER  IX. 
PUBLIC  EDUCATION. 
Section   1.     The  School. 


1.  The  School. 

a.  School  monej- — how  apportioned  aud  obtained. 

b.  Status  of  school   system  of  California  compared   with   other  states.      (See 

Russell  Sage  Report.) 

c.  Board  of  Education — powers  and  duties. 

2.  Purpose  of  the  school. 

a.  To  train  in  culture. 

b.  To  train  for  ability  to  make  a  living. 

c.  To  train  for  citizenship. 

3.  Vocational  schools,  aim  : 

a.  To  show  a  child  what  he  cau,  and  can  not  do. 

b.  To  supply  a  defect  in  education. 

c.  To  prepare  him  to  make  a  living. 

d.  To  teach  the  foreigner  the  language,  customs,  and  citizenship  of  this  country. 

4.  Continuation  schools. 

a.  May  or  may  not  be  vocational. 

b.  Correct  defects  in  education. 

c.  Give  more  facility  in  educational  work. 

d.  Train  for  shop  work. 

e.  Part  time  school — pupil  i-eceives  ^vage  while  in  school. 

5.  Evening  schools. 

a.  Not  suited  to  immature  youth. 

b.  Useful   to  foreigner  to  teach   language,   customs,  and  civics   of   the   United 

States, 
c.  Give  training  in  manual  aud  domestic  arts. 

6.  Vocational  schools — agricultural  type. 

a.  Aid  in  "back  to  laud"  movement. 

b.  Train  for  skilled  agriculturists. 

Field  Work. 

1.  Make  a  list  of  all  the  different  kinds  of  schools  in  your  city. 

2.  Indicate  which  are  public,  which  private. 

3.  Of  the  private  schools  which  are  teaching  subjects  that  might  be  of  advantage  to 

have  in  the  public  school? 

4.  Visit  the  shops  of  the  high  school  manual  training  department.     Girls  visit  the 

household   arts   department.     Note    the   opportunities   ahead   of   you    for 
acquiring  skill,  and  for  learning  an  occupation. 

5.  Visit  the  agricultural  fields  of  the  high  school.     Learn  whether  the  boys'  school 

farm  pays  financially. 

6.  Visit  the  night  school.     Note   the  personnel  of  the  students.     Observe  the  zeal 

with  which  the  foi'eigners  work. 

7.  Learn  why  some  persons  have  come  to  night  school.     Ask  them. 


48  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

S.  What  are  the  different  subjects  taughtV     Which  are  rudimeutary?     Which  voca- 
tional ? 
9.  What  efforts  are  made  in  tlie  night  school  to  train  for  citizenship? 

10.  Invite  some  of  j-our  adult  friends  who  might  be   interested,  to  visit  the  night 

school  and  vocational  schools. 

11.  Use  your  influence  to  get  at  least  one  person  to  go  to  a  school  of  some  kind.     See 

if  you  can  do  it. 

References. 
Pupils"  Readings. 

Harper's  Monthly,  128:  61G    (Begin  with  Manual  Training  Schools)— Matthews, 

J.  L.     "Dynamic  Education." 
National    Educational    Association,    11)14 :    193 — Stewart,    Cora    W.     "Moonlight 

Schools  of  Kentucky." 
National   Educational   Association,   1913 :    190 — Roberts,   E.   D.     "The   Cincinnati 

Continuation  Schools''   (Select.). 
National   Educational   Association.   1914  :   G02 — Haaren,  J.  H.     "The  Use  of  the 

Factory  and  Office  Building  for  New  York  City  Schools." 
World's  Work,  27:  505— Rindge,  F.  H.     "Thirty-five  Hundred  College  Students 

Humanizing  Industry." 
National    Educational   Association,   1914 — Cooley,    R.   L.     "Apprentice   Shop   and 

Continuation  Schools  of  Milwaukee." 
American   City,   12 :   21 — Mosser,   G.   H.     "A   Vocational   Night   School   With   an 

Enrollment  of  Over  2,000." 
Parsons,  F.  H. — "Choosing  a  Vocation." 
Weeks,  Ruth — "The  People's  School." 

Survey,  29 :  837— Washington,  Booker  T.     "A  New  Type  of  Rural  School." 
Bulletin    of    Education,    1912,    6:    28— Stemson,    R.    W.     "Smith's    Agricultural 

College." 
Manual  Training,  15:  292— Chessnut,  R.  A.     "Student  Labor." 
Manual  Training,  14  :  417 — Wheeler,  Chas.  C.     "A  Manual  Training  Work  Shop 

Built  by  Grammar  Grade  School  Pupils." 
For  Student  Teachers. 

State  School  Law  (Select.). 

Russell  Sage  Foundation — "A  Comparative  Study  of  School  Systems  of  Forty-eight 

States."      (See  place  of  California.) 
Blomfield,  Meyer.     "Vocational  Guidance." 

Sncdden,  D.  S.     "Fundamental  Distinction  Between  Liberal  and  Vocational  Edu- 
cation." 
Bulletin  of  Board  of  Education,  No.  G.  Massachusetts. 
Bulletin   of  Education,   United    States,   ]913,   No.   51 :   3.9 — Shields,   A.     "Evening 

Schools  for  Foreigners." 
National  Educational  Association,   1913:  571 — Pearse,  C.  G.     "The  Continuation 

School  and  Public  Education." 
National    Educational    Association,     1914:    375 — Preston,    .losophine    C.     "Har- 
monizing Vocational  and  Cultural  Education." 
Survey,  30:  97 — "The  AVinters'  Fight  Over  Vocational  Training." 

Section  2.     The   Library. 
Field  Work. 

1.  How  does  the  lil)rary  of  your  city  get  its  support? 

2.  What  is  the  governing  body?     How  chosen? 

3.  What  is  the  yearly  apportionment  of  money  for  library  use? 

4.  What  branch  libraries  in  the  city?     Where  located? 

5.  How  many  books  circulated  yearly? 

G.  What  are  the  needs  of  the  library?     Ask  a  member  of  the  board,  or  the  Librarian. 

7.  Of  what  use  is  the  library  to  you?     How  could  it  be  made  more  useful? 

8.  What  provisions  are  made  for  entertaining  young  children?     Story  telling,  etc. 

9.  What  are  the  needs  of  the  juvenile  department? 

Note. — Teachers  show  pupils  how  to  use  card  catalogue.  Readers'  Guide, 
and  reference  books,  and  sive  continued  practice  in  the  use  thereof.  A 
lovp  for  the  library  is  safe  training  for  good  citizenship. 


SYLLABUS   OF    CIVIC    PROBLEMS.  49 

CHAPTER  X. 

THE   GOVERNMENT  OF  THE   CITY. 

1.  Foi'ms. 

a.  Mayor  and  Council. 

b.  Commission. 

c.  Business  Manager. 

2.  Relative  Worth. 

a.  Mayor  and  Council. 

No  fixing  of  responsibility. 

Lack  of  harmony  in  administration. 

Too  many  checks. 

Long  ballot. 

b.  Commission. 

Centralization  of  responsibility  as  to  a  given  department. 

Longer  term  of  office. 

Objections. 

Commission  not  necessarily  fitted  for  the  department. 

People  do  not  elect  experts. 

Great  power  in  a  few  hands. 

c.  Business  Manager. 

Fixes  responsibility. 

Provides  for  government  by  an  expert. 

Encourages  training  for  government  positions. 

Better  service. 

Short  ballot. 

Objections. 

Undemocratic. 

Opportunity  for  machine  politics. 

3.  The  City  Council  and  Commission. 

a.  How  chosen.     Tenn. 

b.  Powers  and  duties. 

c.  How  subject  to  removal. 

4.  The  City  Charter.     What  a  modern  charter  should  contain. 

a.  Civil  service  for  city  employees. 

b.  Initiative  and  referendum. 

c.  Recall. 

d.  Preferential  primary. 

e.  Provision  for  future  ownership  of  public  utilities. 

f.  City  accountant  and  modern  system  of  accounting  provided  for. 

g.  Publicity. 

h.  Efficient  management. 

5.  The  People's  Responsibility. 

a.  A  good  charter  only  an  aid. 

b.  Final  test  the  standard  of  the  people. 

Field  Work. 

1.  Visit  a  meeting  of  Mayor  and  Council  and  note  the  order  of  business.     Infer  as 

to  the  nature  of  the  powers  and  duties  of  that  body.     Learn  names  of  your 
city  officials. 

2.  Make  a  chart  of  the  charter  of  your  city,  showing  how  the  different  departments 

and  the  city  officials  are  related  to  one  another.     (Teacher  assist.) 

3.  What  officials  (if  any)   may  the  people  recall? 

4.  Have  they  the  poMer  to  initiate  legislation? 

5.  Have  they  the  final  word  regarding  a  measure  becoming  a  law?  i.  e.,  The  Referen- 

dum? 


50  STATE    NORMAL    SCHOOL,    SAN    JOSE. 

G.  If  business  manager,  what  check  have  the  people  upon  his  actions? 

7.  Does  your  charter  provide  for  an  accounting  system?     If  so,  what  is  it  like? 

S.  What  are  the  duties  of  the  auditor? 

9.  What  provision  is  made  for  civil  service? 

10.  How  many  persons  do  the  people  vote  for? 

11.  How  nearly  does  your  city  charter  approach  being  a  model  one? 

References. 

Pupils'  Readings. 

Technical    World,    21 :    13 — Renwick,    W^m.     "Democracy    Chooses    an    Autocrat." 

Literary  Digest,  48:  147 — "Driving  Politics  Out  of  Dayton." 

Review   of   Reviews,   49 :    714 — Upson,   Lent   D.     "How   Dayton's   City   Manager 

Plan  is  Working." 
Outlook,  104  :  887— "City  ^Manager  Plan." 

World's  Work,  2G :  236 — "Progress  of  Simple  Municipal  Government." 
American  City,  12:  511-14 — "How  the  City  Manager  Plan  was  Handicapped  at 

Sumter,  S.  C." 
American  City,  12 :  508 — "What  City  Managers  are  Expected  to  Do." 
Nelson's  Cyclopedia. 

For  Student  Teachers. 

Bryce.     American  Commonwealth.^  Chapters  II  and  IX. 

American  Year  Book,  1913-1914. 

Bruere,  H.     "New  City  Government." 

Goodnow,  T.  J.     "Municipal  Government."    The  City  Council.    164  ff.    Commission 

Government.    175  ff.    City  Executive.    209.    Police  Administration.     234. 
City  Charter. 

American  City,  5  :  22 — Rearden,  J.  J.     "Need  of  Home  Rule  in  Cities." 
Report  of  First  Convention  of  Business  Managers. 
American    City,    9 :    523-4 — Riddle,    Kenyon.      "The    Town    Manager    as    City 

Engineer." 
American  City,  11 :  11— Waite,  H.  M.     "The  City  Manager  Plan." 
Survey,  32  :  GOO — "Beaufort  Plan  of  City  Government." 
American  City,  9  :  25 — Embrey,  A.  T.     "How  a  Little  City  is  Progressing  Under 

a  City  Commission." 
Outlook,  104  :  50— "The  Practical  Short  Ballot." 

World's  Work,  26  :  614 — "Dayton's  Step  Forward  in  City  Government." 
American  City,  12 :  409-507 — "City  Manager  Plan  in  Forty-five  Cities." 
Literary  Digest,  50:  1078 — "City  Manager's  Troubles." 
Survey,  33  :  309 — "City  Managing,  The  Newest  Profession." 


SYLLABUS   OP    CIVIC    PROBLEMS.  51 

CHAPTER  XI. 

TAXES  AND    REVENUE. 
Section   1.     State   Revenue. 

1.  Neod  of  state  revenue. 

2.  Sources  of  state  revenue. 

a.  Taxes  on  corporations. 

b.  Taxes  on  franchises. 

c.  Corporations  license  taxes. 

d.  Inheritance  taxes  ;  how  applied. 

e.  Fees  collected  by  state  offices. 

f.  Fees  collected  for  licenses. 

jr.  Receipts  from  state  property, 
h.  Receipts  from  state  institutions, 
i.  The  state  tax  situation. 

(See   provisions  of  Constitution   regarding  taxation.) 

3.  Property  exempt  from  taxation. 

a.  Churches.      (When  used  for  religious  purposes  only.) 

b.  Public  schools— colleges. 

c.  State,  county,  and  district  bonds. 

d.  Young  trees  and  vines  under  four  years  old. 

e.  Personal  property  up  to  $100. 

f.  iMortgages. 

g.  Free  libraries. 

h.  Property  of  sailors  and  soldiers  up  to  $1,000. 

(If  value  of  estate  does  not  exceed  $5,000.) 
i.  Certain  private  schools. 

Leland  Stanford  University. 
California  School  of  Mechanical  Arts. 
California  School  of  Academic  Sciences. 
Cogswell  Polytechnic  School. 
Colleges. 

(See  provision  of  Constitution  of  California  regarding  exemptions.) 

4.  The  State  Board  of  Equalization. 

a.  Powers  and  duties. 

b.  Reason  for  abolishing  it. 

5.  Difficulties  in  way  of  just  system  of  taxation. 

a.  Efforts  to  overcome  them. 

b.  Land  and  improvement  separately  assessed. 

c.  Tracts  assessed  by  sections. 

d.  The  single  tax.      (See  another  section  of  syllabus.) 

Section  2.      Local  Taxes  and    Revenue. 

1.  Local  Taxes — LIow  obtained. 

a.  General  property  tax. 

b.  Licenses. 

c.  Income  from  real  estate. 

d.  Tax  on  personal  property. 

2.  Method  of  levying  and  collecting  local  taxes. 

a.  Districts  for  collector. 

b.  Assessing  of  property — difficulties. 

c.  Taxes  payable  in  installments. 

3.  Duties  and  powers  of  assessor. 

a.  Assesses  taxable  property. 

b.  Collects  personal  property  tax. 

c.  Difficulty  of  fair  assessing  and  collecting. 


52  STATE    NORMAL   SCHOOL,   SAN    JOSE. 

4.  Duties  and  powers  of  tax  collector. 

a.  Collects  county  taxes.      (Except  when  assessor  collects.) 

b.  Collects  tax  on  corporations  in  county. 

c.  Collects  general  property  tax  of  state. 

(1.  Issues  license  fees  for  saloons,  pedlars,  auctioneers,  merchants,  etc. 
e.  Sells  to  state  real  property  on  which  taxes  are  delinquent. 

5.  Duties  and  powers  of  treasurer. 

a.  Receives  money  collected  by  tax  collector. 

b.  Collects  inheritance  taxes  for  state. 

c.  Pays  money  out  of  treasury  when  instructed  to  do  so  by  auditor. 

d.  Reports  to  aviditor  money  on  hand  first  of  each  month. 

Field   Work. 

1.  Learn  the  tax  rate  of  your  county. 

2.  Who  fixes  it?     Hoav  is  it  determined? 

3.  What  proportion  of  the  taxes  is  used  for  the  different  city  activities? 

Education Police  protection 

Fire  protection Care  of  streets 

Street  improvement Etc 

Get  complete  statement  from  City  Clerk. 

4.  What  advantages  in  having  a  fixe'd  per  cent  of  the  taxes  go  for  the  use  of  any 

one  department  of  the  city?     What  are  the  disadvantages? 

5.  What  is  the  system  of  accounting  of  the  city's  money?     Is  it  a  modern  system? 

6.  How  could  it  be  improved?      (Ask  the  City  Clerk.) 

7.  When  a  person  works  for  the  city,  what  is  the  method  of  procedure  by  which  he 

gets  his  money  fi-om  the  city  treasury? 

8.  Who  is  the  City  Treasurer?     How  did  he  get  his  position? 

9.  Aside  from  the  general  tax  levy,  from  what  other  sources  does  the  city  get  its 

revenue  ? 
10.  What  is  done  with  the  license  money? 
Pupils"  References. 

Dunn.     "Community  and  Citizen."'     pp.  22S-23S. 

Nida.     "City,  State  and  Nation."     pp.  188-193. 

Bulletin  No.  17,  San  Francisco  Normal. 

Ashley.     "Government  and  Citizen"  (Cal.  Ed.     Ch.  III). 

Beard.     "American  Citizcnshii)."     pp.  239-242,  213-210,  2aG-GS. 

For  Student  Teachers. 

Hichborn,  Franklin.     Legislative  Bulletins  for  1915. 
Sutton,  James.     "Civil  Government  of  California." 

Section  3.     Single  Tax. 

1.  Popular  meaning — A  land  tax. 
Arguments  for. 

No  taxes  on  labor  and  capital  would  make  for  progress. 
Large  land  holdings  would  be  forced  on  market,  hence  easier  to  get  homes. 
What  nature  gives,  belongs  to  all. 
Arguments  against. 

Persons  should  have  what  they  get  by  legal  contract. 

Absolute  ownership  stimulates  industry. 

Confiscation  of  land  would  work  hardship  on  pioneer  laud  holder. 

Confiscated  land  would  destroy  value  of  mortgages. 

References. 

Pupils'  Readings. 

Outlook.  103:  771 — Spillane,  Richard.     "Taxing  Enterprise." 

Harpers*  Weekly,  58:  10 — McRay,  John.     "Single  Tax  in  Western  Canada." 


SYLLABUS  OF  CIVIC  PROBLEMS.  53 

Survey.  31 :  520— Ingersoll.  Chas.  H.     "Present  Status  of  Single  Tax." 
American   Magazine,    72 :   335 — Nock,   Albert   Jay.     "Why   Nature's   Way   is   the 

Best." 
For  Student  Teachers. 

George.  Henry.     "Our  Land  and  Land  Policy." 

Atlantic    Monthly,    113:    27-37 — Johnson,    A.    S.     "The    Case    Against    the    Single 

Tax." 
Atlantic  Monthly,  112  :  737-lG— Garrison,  F.  W.     "The  Case  for  the  Single  Tax." 
American  City,  9 :  58 — Root,  Chas.  T.     "Not  a  Single  Tax." 
Outlook,  105 :  115 — "Progress  of  the  Single  Tax." 

Literary  Digest,  48 :  478- — -"Tendency  Toward  Single  Tax  in  New  York." 
Independent,  71 :  299 — Arden.     "A  Modern  'As  You  Like  It.'  " 
Annals  of  American  Academy,  58 :  222-7 — Uren,  W.  S.     "Single  Tax." 
Annals  of  American   Academy,   59 :    148-56 — Hall,   B.     "Taxation   of   Laud   as   a 

Remedy  for  Unemployment." 
Survey,  32  :  55-0 — "Houston's  New  Taxation  Plan." 


CHAPTER  XII. 

THE  CITY   BEAUTIFUL. 

1.  The  City  plan.     The  features  that  make  for  beauty.      (See  City  Planning.) 

2.  The  water  fronts. 

a.  Treatment  with  plants  and  shrubs. 

b.  Bridges  aesthetic. 

3.  Entrance  to  city. 

a.  Stations  attractive.     Architecture. 

b.  Plaza  or  esplanade. 

c.  Plants  or  shrubs  along  railroad  track. 

4.  The  houses. 

a.  Frequently  painted. 

b.  Fences  removed  or  screened. 

c.  Yards  planted  with  grass,  flowers  or  shrubs. 

d.  Shacks  and  partly  burned  houses  removed. 

e.  Premises  free  of  rubbish. 

5.  Streets. 

a.  Clean. 

b.  Paved. 

c.  Houses  set  back  to  give  effect  of  wide  street. 

d.  Underground  wiring. 

e.  Billboards  removed. 

f.  Trees  ;  kinds  ;  uniformity  on  given  street. 

g.  Effective  lighting, 
h.  Boulevard. 

6.  Parks,  playgrounds,  squares,  plazas.      (See  subject  treated  elsewhere.) 

7.  Market  place. 

8.  Historic  landmarks  presented. 

9.  Natural  features  preserved. 

10.  Art. 

a.  In  public  buildings. 

b.  Monuments ;  statuary. 

c.  Private  buildings. 

11.  Vacant  lots. 

a.  Gardening. 

b.  Removal  of  trash  and  rubbish. 

12.  The  use  of  Arbor  Day ;  city  beautification. 

13.  Smoke  prevention.      (Treated  elsewhere.) 


54  STATE    NORMAL   SCHOOL,    SAN    JOSE. 

Field  Work. 

1.  Mak<>  a  list,  in  order  of  importauce,  of  things  to  Lo  done  to  make  your  eity  more 

beautiful. 

2.  Write  one  or  more  paragraphs  upon  that  phase  of  city  heautitioation  that  you  are 

most  interested  in.  or  that  you  think  important. 

3.  Make  a  collection  of  pictures  of  beautiful  streets,  drives,  parks,  homes.     Kodak 

pictures  or  others. 

4.  What  historic  landmarks  in  your  city  should  be  preserved?     Why? 

5.  What  natural  features  should  be  preserved? 

6.  What   can    you    do    in   the    city   or   at   your    home    to    make    your    city    more 

beautiful? 

References. 
Pupils'  Readings. 

Dunn,  A.  W.     "Community  and  Citizen."     Chapter  XVI. 

Brunner,  A.  W.     "Studies  for  Albany." 

Robinson,  C.  M.     "Beautifying  San  Jose." 

American  City,  3:  219-25— Lake,  H.  F.     "The  Billboard  Nuisance." 

Hid.,  G :  398— "The  Minneapolis  Spirit." 

Ihid.,  G:  715 — Steiss,  C.  J.     "Fort  Wayne's  Civic  Awakening." 

Ihid.,   6 :    733-37 — Nolan.    John.     "Improvements   of   a   Country   Town.    Wayland, 

Mass." 
Ihid.,  8  :  153— Neal,  H.  J.     "Protection  of  Shade  Trees." 
Ibid.,  8  :  35 — Bradfield,  Frank.     "A  Dumping  Place  That  Became  a  Park." 
Ibid.,  8:   272— Gaskell,  A.     "Some  Shade  Tree  Planting  That  Might  Have  Been 

Better  Done." 
Ibid.,  9  :  555 — "Ornamental  Street  Lighting  for  an  Entire  City." 
Ibid.,  8  :  270— Gaskell,  A.     "Electric  Wires  and  Shade  Trees." 
.  Ibid.,  9  :  405— Tyrrell.  H.  G.     "Esthetic  Treatment  of  City  Bridges." 
Ibid.,  9 :  440 — McFarlan,  J.  H.     "How  to  Improve  Railroad  Stations  and  Their 

Surroundings." 
Ibid.,  9  :  471 — "Lighting  the  Streets  of  Baltimore." 
Ibid.,  9 :  310— Bartlett,  Dana.     Torrance. 

Ibid.,  9  :  227— Strong,  II.     "The  Street  Beautiful  in  Minneapolis." 
Ibid.,  10:  422— Leavitt,  C.  W.     "Water  Supplies,  the  Part  They  Play  in  City  and 

County  Planning." 
Ihid.,  10:  2G1— Weed,  Bessie  M.     "A  Garden  City  in  a  Country  Village." 
Ihid.,  10:  157 — Levinson.  J.  J.     "How  to  Promote  the  Planting  and  Care  of  Shade 

Trees." 
Ihid.,  10:  15 — "The  California  Tvve  Planliiig  Act"   (Summary). 
Ibid.,  12 :  249— Kellam,  C.  J.     "Cleaning  Up  Kewanee." 

Ibid.,  12 :  221 — Woodbury,  C.  G.     "Yard  Improvement  Contest  in  Lafayette,  Ind." 
Craftsman,  22  :  337— "Gardens  in  Idle  City  Land." 

Craftsman,  22:  271^Hay,  Arthur.     "Bringing  Country  Beauty  to  City  Streets." 
Craftsman,    22:    G50 — Hough,    Ilalvorsen.     "Planting    the    School    Yard    for    the 

Happiness  and  Cultivation  of  Childhood." 
Craftsman,  24 :  635 — Miller,  J.  M.     "Making  a  Mountain  Garden  of  a  City." 
Craftsman,  24  :  G41 — "Back  Yards  and  Vacant  Lot  Gardens." 
Craftsman,  26 :  611 — Rainey,  Ada.     "Shade  Trees   for  City   Sti'eets,  What  They 

Furnish  in  the  Way  of  Beauty  and  Health  and  Comfort." 
Craftsman,  27:  706-8— "Profit,  Health  and  Happiness  from  Idle  City  Land." 
Craftsman,  27 :  320 — Wentworth,  Marion  C.     "A  Civic  Center  of  Real  Beauty  for 

the  People  of  Santa  Barbara." 
World  Today,  20:  293-300— Marsten,  Glen.     "American  Public  Lighting." 
World's    Work.    22 :    14612-8 — Oyen,    Henry.     "The    Awakening    of    the    Cities : 

Beautification  and  Business." 
World's  Work,  25:  507 — Vacant  Lot  Gardening. 


SYLLABUS   OF    CIVIC    PROBLEMS.  55 

For  Student  Teachers. 

Waugh,  F.  A.     "Landscape  Gardening."     Chapters  XI  and  XIV. 
American  City,  3  :  ISC — Ellis.  Carlyle.     "Federal  Buildings  for  Civic  Beauty." 
Ibid.,  5 :  2S2-5 — Hopkins,  L.  L.     "Civic  Improvement  as  Applied  to  Street  Light- 
ing." 
Ibid.,   5 :   82 -4 — Adams,   John   Quiucy.     "Problems   and   Achievements   of   the   Art 

Commission." 
Ibid.,  G  :  404 — Child,  Stephens.     "The  Landscape  Architect  and  the  City." 
Ibid.,  G :  557-03— Ford.  Geo.  B.     "Digging  Deeper  Into  City  rianuing." 
Ibid.,  7:  40 — Corcoran,  J.  A.     "The  City  Light  and  Beautiful." 
Ibid.,  S:  G04 — Colton,  W.  W.     "City  Forestry  Methods  in  New  England." 
American  City,  7 :  240 — "Fond  du  Lac's  Great  White  Way." 
Craftsman.  23 :  306-10 — Hays,  Helen  A.     "Picturesque  Bridges  of  Conococheague 

River." 
Ibid.,  23 :  420— Matson.  Esther.     "The  Garden  Idea  the  World  Over." 
Ibid.,  24 :  035- "The  Ragged  Edges  of  the  City." 

Ibid.,  25 :  574 — Ilarlean,  James.     "Civic  Gardening  Which  Develops  City  People." 
Ibid.,  25 :  423 — Athol,  Agnes.     "The  Care  of  the  Roadside." 
Ibid.,  26:  510— Djer.  W.  A.     "Our  Town." 
Survey,  32  :  323— "Making  the  Whole  City  Beautiful." 
World's  Work.  20:  82— Gregory,  J.  S.     "The  Coming  City." 

Vacant   Lot   Gardening. 

1.  Reasons  for  encouraging  it. 

a.  Helps  needy  families. 

b.  Lures  children  from  the  street. 

c.  Prevents  idle  land  from  becoming  a  dump  heap. 

2.  How  to  bring  it  about. 

a.  Boost — newspapers — clubs. 

b.  Provide  lots. 

c.  Co-operate  with  real  estate  men. 

d.  Find  workers. 

3.  Results. 

a.  Increase  of  wealth. 

b.  Increase  of  food. 

c.  Better  health. 

d.  City  beautiful. 

4.  Difficulties. 

References. 

For  Student  Teachers. 

Craftsman,  22 :  337— "Gardens  on  Idle  City  Land." 
American  City,  G  :  401 — "Minneapolis  Spirit." 
World's  Work,  25:  507 — "A  Story  of  Vacant  Lot  Gardening." 
Craftsman,  24  :  641 — "Back  Yards  and  A'acant  Lots." 
Review^  of  Reviews,  44  :  622 — "City  Gardens  vs.  Hoodlumism." 
Craftsman,   14 :   335 — Als   Ik   Kan.     "Utilizing  Vacant  Lots   and   Laud   Held   by 
Speculators." 


56  STATE    NORMAL   SCHOOL,    SAN    JOSE. 

CHAPTER  XIII. 

THE   UNEMPLOYED. 

1.  Types. 

a.  Tlie  earnest  searcher  for  work. 

b.  The  casual  laborer. 

c.  The  vagrant. 

d.  The  unemployable. 

2.  The  present  situation  regarding  employment. 

3.  Social  significance  of  being  idle. 

a.  Creating  dependents  and  delinquents. 

b.  Lowering   social   standards. 

4.  Program  for  reducing  the  number  of  the  unemployed. 

a.  Employment  bureaus,  city,  state  and  national.     Present  action  of  state  and 

national  government. 

b.  Dovetailing   industries — thus   reducing   the   number   of   casual   laborers. 

c.  Adjusted  public  works,  I'oads,  streets,  inland  waterways,  afforestation. 

d.  Shortening  working  day. 

e.  Unemployed   insurance.      (See   Social   Insurance.) 

f.  National  farm  colonies. 

g.  Vocational  guidance. 

5.  "^Tiat  to  do  with  the  vagrant. 

a.  The  wood  lot. 

b.  The  farm  colony. 

Field  Work. 

1.  Among   your   friends   and   acquaintances   make   a   list   of   the   number   of   persons 

that  are  out  of  work. 

2.  State  the  reason. 

3.  Were  they  personally  responsible?      (Purpose  to  dissipate  popular  notion  that  it 

is  a  man's  fault  when  he  is  out  of  a  job.) 

4.  Inquire    at    post    office    the    number    of    persons    that    have    registered    for    work 

during  the  past  year  or  since  its  organization. 

5.  Ask  at  the  Associated  Charities  how  much  help  has  been  given  to  needy  persons 

during  past  year. 

6.  What  means  could  your  city  take  to  prevent  vagrancy? 

7.  How  can  the  householder  lessen  the  tramp  nuisance  and  yet  give  the  honest  man  a 

chance  to  earn  a  meal? 

8.  Inquire  among  men,  your  father,  pastor,  or  friends,  what  the  people  of  the  city 

should  do  to  lessen  the  number  of  the  unemployed. 

References. 

Pupils'    Readings. 

Sunset,   34  :   434 — "The   Vanishing  Soup  Kitchen." 

Independent,  81:  385 — Brooks,  J.  G.     "The  Challenge  of  Unemplovment." 

Survey,  33:  348-9 — "Unemployment  Problems  and  Relief  Efforts  in  17  Cities." 

Ihid.,  33:  442 — "Chicago's  Plan  for  Putting  Idle  Citizens  to  Work  Again." 

Ihid.,   34:    52 — Owen,   Bess.     "Fighting   Unemployment   and   Destitution   in   Port- 
land." 

Ihid.,  33  :  453 — "Scrambling  to  Care  for  the  Unemployed." 

Ihid.,  31:   638-9— Kcllor,   Frances  A.     "The  AVay  (3ut  of  the  ITnemployed   Situ- 
ation." 

Ihid.,  31 :  541 — Kellor,  Frances  A.     "The  Crying  Need  of  Connecting  Up  the  Man 
With  the  Job." 

Ihid.,    31 :    Gll-2 — Kcllor,    Frances    A.     "Organization    to    Fight    Unemployment 
Effectively." 
■  Ihid.,  32:  523— Talbott,  E.  G.     "The  Armies  of  the  Unemployed  in  California." 

Outlook,  109:  S83-G— Danisou,  B.     "The  One-armed  Man  Finds  a  Job." 


SYLLABUS   OF    CIVIC    PROBLEMS.  57 

For  Student  Teachers. 

American  Year  Book,  1913-1914. 

Rowntree  and  Lasker.     "Unemplojment." 

Annals  of  American  Academy,  61 :  146 — Cook,  M.  F.  "Scientific  Management 
as   a   Solution." 

Annals  of  American  Academy,  61 :  90 — A'an  Kleeck,  Mary.  "Effect  of  Unemploy- 
ment  on   the   Wage   Scale."' 

Annals  of  American  Academj-,  61 :  11 — Bruei'e,  H.  "America's  Unemployment 
Problem." 

Century,  89  :  843 — Howe,  F.  E.     "Unemployment  a  Problem  and  a  Program." 

Dawson,  Wm.  H.     "The  Vagrancy  Problem." 

Literary  Digest,  50 :  305 — "Mobilizing  the  Jobless." 

Survey,  32 :  553 — Reager,  M.  R.  "Sharing  the  Load  of  the  Unemployed  by 
Means   of   Insurance." 

Survej',  33 :  59 — "Oregon  Plan  for  Reducing  Unemployment." 

Literary  Digest.  50 :   154 — "Church  Help  for  Unemployed." 

Everj-body's,  32  :  318-20 — Hard,  Wm.     "Guilty  of  Unemployment." 

Survey,  31 :  667-9 — Coman,  Katherine.  "Unemployment  a  World  Problem  and 
the  Congress  of  Ghent." 

Ihid.,  31 :   693 — "First  National  Conference  on  Unemployment." 

Ihid.,  31 :  796 — "Provisions  for  Unemployment  in  Boston." 

Ihid.,  33 :  439-40 — Stone,  N.  I.  "National  Employment  Reserve  for  Lean  Years 
and  Seasons." 

Ihid.,  31 :  605-6 — "Protest  of  the  Working  Women  of  New  York." 

Ihid.,  31 :  457 — "Special  Measure  for  Chicago's  Unemployed."' 

Outlook,  107  :  27— Vorse,  Mrs.  M.  H.     "The  Case  of  Adolph." 

Outlook,  109 :  54 — "Remedies  for  Unemployment." 

Review  of  Reviews,  51 :  277-8 — "Unemployment  a  National  Problem." 

Review  of  Reviews,  51 :  112 — "Our  Army  of  Unemployed." 

SOCIAL   INSURANCE. 

Social  Insurance — defined. 

Purpose  to  prevent  poverty,  crime,  misery. 

Forms : 

1.  Accident.     Workmen's    Compensation. 

2.  Sickness. 

a.  Contribution  of  employer,  employee,  and  state. 

b.  Public  sujjervision  of  fund. 

3.  Invalid   (old  age). 

a.  Fixed   sum. 

b.  Medical  and  nurse  care. 

4.  Unemployment. 

5.  Widows  with  children. 

Results  where  on  trial. 

References. 
Pupils'  Readings. 

Survey,  32  :  485 — "The  basis  of  a  Sickness  Insurance  Bill." 

Survey,  31 :   667 — Coman,  K.     "Social  Insurance." 

Review  of  Reviews,  49 :  610 — "State   Insurance  in  Germany." 

Survey,  33 :   74 — Coman.  K.     "What  Will   the  War  Mean  for  Social   Insurance 

in    Europe?" 
Survey,  32 :  526 — Allen,  R.  A.     "Sick  Clubs'  Co-operative  Medical  Service." 
For  Student  Teachers. 

Seager.     "Social  Insurance." 

Workmen's  Compensation  Law  of  California. 

Survey,  33 :   59 — "Unemployment  in  Chicago  Due  to  the  War." 

Survey,  32 :  187 — Coman,  K.     "Social  Insurance,  Pensions  and  Poor  Relief." 

Conference  of  Charities  and  Corrections,  1913  :  248 — Gilbert,  J.  H.     "Workmen's 

Compensation  as  Insui'ance  Against  Accident." 
Conference    of    Charities   and    Corrections,    1913 :    264 — Hoffman,    F.    L.     "Com- 
pensation for  Industrial  Diseases." 


58  STATE   NORMAL   SCHOOL,    SAN    JOSE. 

CHAPTER  XIV. 
CONSERVATION   OF   RESOURCES   FOR  THE   PEOPLE  OF  THE   FUTURE. 

1.  Principles  uiulorlying  conservation. 

a.  Stop  waste  of  nation's  resources. 

b.  Provide   for  people  of  the   future. 

c.  Develop  for  use  of  i^eople  now. 

2.  The  Nation's   resources. 

a.  Minerals. 

1.  Supply  of  coal,  iron  ore,  petroleum,  precious  metals,  etc.,  on  hand. 

2.  Waste   in   mining. 

b.  Waters. 

1.  Irrigation.      (See  reclamation.) 

2.  Power. 

3.  Flood — storing  flood  waters. 

4.  Navigation — deepening  channels. 
Advantages  of  waterways  development. 

c.  Forests. 

1.  Reducing    waste    by    cutting,    turpentine    preservatives,    utilizing    by- 

pi'oducts. 

2.  Federal  forest  service. 

3.  Increase  yield. 

d.  Wild  life. 

3.  State  vs.  national  control. 

a.  Leasing  by  government  insures  government  control. 

4.  The  National  Conservation  Commission. 

a.  Recommendations.     Timber,  minerals,  coal  be  disposed  of  separately. 

b.  Withdrawal  of  public  lands  from  private  entry. 

5.  Conservation  policy  of  present  administration. 

References. 

Pupils'  Readings. 

Van  Ilise,  C.   R.     "The  Conservation  of  Natural   Resources."     pp.   26-31,  41-43, 

56-61,  G8-70,  13.5-162,  175-179,  194-199,  223-244. 
Gregory,  M.  H.     "Checking  the  Waste"  (Select). 
Outlook,  93  :  770— Pinchot,  G.     "The  A  B  C  of  Conservation." 
World's  Work,  19:   126G2— Page,  W.  H.,  Pinchot,  Gifford.     "The  Awakening  of 

the  Nation." 
Craftsman,  IS:  604 — "How  Best  to  Help  the  Cause  of  Conservation." 
Independent,  70 :  .577 — "Economy  of  National  Resources." 
Technical  World,  19:  322-33— Wclliver,  .ludson  C.     "The  Game  for  the  National 

Domain." 
Technical  World,  IS:  555— Stratton,  G.  F.     "Where  They  Won't  Conserve." 
Harpers"  \N''^okly,  5S  :  15 — McGi'egor.     "Unlocking  the  Far  West." 
Fish  and  G:nue  Laws  of  California. 

Section  2.      Reclamation. 

1.  Reclamation. 

a.  Of  swamp  lands.     The  swamp  act  of  18.50.     Drainage. 

b.  Of  arid  lands — irrigation. 

Acres  to  be  reclaimed. 
Population. 

2.  Preliminary  work. 

a.  The  efforts  of  Major  Powell. 

b.  The  work  of  Senator  Newlands. 
'3.  The  Reclamation  Act  of  1902. 

a.  Provisions  of  act ;  amount  of  land^;  states  affected  :  terms  of  payment. 


SYLLABUS   OF    CIVIC   PROBLEMS.  59 

4.  Land  possible  to  reclaim.     See  map. 

a.  Location. 

b.  Source  of  water. 

c.  Area. 

5.  Reclamation  under  this  act. 

a.  Completed  projects. 

b.  Projects  under  waj-. 

G.  Detailed  account  of  projects  showing  what  was  accomplished  and  difficulties  over- 
come. 

a.  Salt  River. 

b.  Roosevelt  Dam. 

c.  Klamath,  Oregon. 

d.  Shoshone.  Wyoming. 

e.  Milk  River. 

f.  North  Platte. 

g.  Others. 

Number   of   acres   being    reclaimed,    population    that    can    be    given    homes,    and 
increased  wealth  to  countrj-. 

Field   Work. 

1.  What  land  in  your  community  can  be  reclaimed? 

2.  What,  if  any,  irrigation  system  in  your  community? 

Where  does  the  water  come  from?      (Ask  some  one  who  uses  it.) 
How  extensive  is  the  system?     (Chamber  of  Commerce  or  real  estate  dealers 
Avill  have  pamphlets.) 

3.  What  land  would  be  more  useful  in  your  community  if  supplied  with  water? 

4.  What,  if  any,  projects  for  reclaiming  land  are  under  way? 

0.   What  laud  have  you  seen  anywhere  that  has  been  reclaimed  by  irrigation? 

References. 

Pupils'  Readings. 

Nelson's  Cyclopedia — "The  Newlauds  Bill." 

James,  Geo.  W.     "Heroes  of  California." 

World's  Work,  25  :  306— Newell,  F.  H.     "What  I  am  Trying  to  Do." 

Outlook.  S3:  933-950— Newell,  F.  H.     "Reclamation." 

Review  of  Reviews,  46 :  451 — Will,  F.  E.     "The  Everglades  of  Florida." 

World's  Work,  19  :  12.595— Hill,  J.  J.     "Our  AVealth  in  Swamp  and  Desert." 

United  States  Government  Bulletin — "Irrigation  Projects  of  United  States  Govern- 
ment Reclamation  Service." 

National  Geographic  Magazine. 

Ibid.,  19 :  250 — Blanchard,  C.  J.     "Home  Making  by  the  Government." 

Ihid.,  20:  403— Blanchard,  C.  J.     "The  Call  of  the  West." 

Technical  World,  23  :  169— Dean,  W.  H.     "Drama  of  the  Desert." 
For  Student  Teachers. 

Report  of  Irrigation  Investigation  in  California,  1901. 

Nelson's  Cyclopedia. 

American  Year  Book,  1913. 

Matthews,  J.  J.     "The  Conservation  of  Water."     Chapters  I,  II,  III,  VII,  X. 

Smythe.     "Conquest  of  Arid  America." 

World  Today,  19 :  1029-1038— "The  Making  of  Tomorrow." 

Review  of  Reviews,  46:  457 — Laut,  Agnes  C.     "How  Irrigation  is  Making  Good." 

World's  Work,  22 :  14815 — Wilson,  Owen.     "Rescuing  a  People  by  an  Irrigation 
Ditch." 

Independent,  72 :  1129.     "Our  Swamp  Lands." 

World  Today,  10 :  158 — Wright,  H.     "Government  as  a  Home  Maker." 

World  Today,  13:  777 — Mitchell,  G.  E.     "National  Drainage  Problems." 

World  Today,  19  :  1020— Bauskell,  F.  N.     "Rio  Grande  Irrigation  Project." 


60  STATE    NORMAL    SCPIOOL,    SAN    JOSE. 

Outlook.  05 :  551 — "Army  and  Irrigation." 

Outinjr.  46 :  545 — Wiley,  D.  A.     "Winning  the  Desert." 

Out  West.  25 :  305— Hall,  Charlotte  A.     "The  Problem  of  Colorado." 

Pacific  Monthly.  IG :  416 — Van  Der  Veer,  C.  A.     "Salt  River  Valley,  Arizona." 

Bulletin.  100 — "Report  of  Irrigation  Investigation  in  California." 

Senate  Bill  No.  2730 — Newlands-Broussard  River  Regulation  Bill. 

Stereopticon  Slides — (Get  from  Mr.  C.  J.  Blanchard,  United  States  Reclamation 

Service,  Washington,  D.  C.) 
Chautauquau,    55 :    33 — Roosevelt,    Theodore.     "Weightiest    rrohlem    Before    Our 

People." 
Cyclopedia    of    American    Government,    Vol.    I — "Conservation    of    National    Re- 
sources." 
Chautauquan,    55  :    4S — Roosevelt.    Theodore.     "National    Conservation — How    it 

Came  into  Existence." 
Chautauquan,  55  :  58 — "Report  of  National  Conservation  Commission." 
Chautauquan,  55  :  21 — "Origin  and  Plan  of  Conservation  Movement." 
Technical  World.  23 :  24 — Freeman,  L.  R.     "The  Big  Four  in  Water  Power." 
Popular  Science  Monthly,  78 :  290— Rockwood,  E.  W.     "The  Work  of  the  Chemist 

in  Conservation." 
Craftsman,  21 :  585 — Price,  O.  W.     "Conservation  the  Great  Principle  of  National 

Thrift." 
Outlook,  06 :  90 — "Conservation,  Federal  vs.  State." 
Outlook,  06  :  60 — ^"The  President  and  Mr.  Roosevelt  on  Conservation." 
Outlook,  105 :  602-4— Baldwin,  E.  F.     "Fight  for  the  Nation." 
Popular  Science  Monthly,  87 :  00-91 — -Coker,  R.  E.     "Water  Conservation." 
Fish  and  (iame  Laws  of  California. 
Pinchot,  Gilford.     Proceedings  of  American  Forest  Congress.     "A  Federal  Forest 

Service." 


CHAPTER  XV. 


STRUGGLE   BETWEEN   CAPITAL  AND   LABOR. 

Trade    Unions. 

1.  Defined.     Principles  for  which  union  stands. 

a.  Restricting  number  of  workers. 

b.  Collective  bargaining. 

2.  Methods  of  restricting  number  of  workers. 

a.  Apprentices  limited  ;  length  of  service. 

b.  Handy  man  may  not  become  a  journeyman. 

c.  Mechanical  improvements. 

d.  Other  methods. 

3.  Collective  bargaining  relates  to 

a.  Wages. 

b.  Length  of  day. 

c.  Condition  of  labor. 

d.  Closed  shoiJ. 

e.  Union  label. 

4.  How  the  organization  aids  (he  laborers  from  labor  point  of  view. 

a.  Gets  better  pay. 

b.  Gets  better  market  for  laborer. 

c.  Provides  opportunity  for  education — self-improvement. 

d.  Furthers  cause  of  temperance. 

e.  Purifies  politics. 

f.  Applies  doctrine  of  brotherly  love. 


SYLLABUS   OF    CIVIC    PROBLEilS.  •  61 

5.  How  the  union  harms  itself. 

a.  By  uniform  wage. 

b.  By  limiting  output. 

c.  By  suri'endering  individual  initiative. 

6.  Labor  benefits. 

a.  Accident  insurance. 

b.  Old  age  pension. 

c.  Sick  benefit. 

d.  Unemployment  insurance. 

e.  Other  ways. 

7.  Opposition  to  union. 

a.  Prejudice. 

b.  Selfish  interest. 

c.  Expense. 

d.  Takes  away  pei'sonal  liberty. 

8.  Strikes — Concrete  cases  of  struggle  between  capital  and  labor. 

9.  Relation  of  local  unions  to  American  Federation  of  Labor,  to  international  unions. 

Field   Work. 

1.  Name  different  unions  in  city. 

2.  Relation  of  one  to  another. 

3.  Dues — assessments. 

4.  Terms  for  membership. 

5.  Relation  to  national  organization. 

6.  How  governed. 

7.  Benefits  local  unions  have  gained  by  strikes. 

8.  Duties  of  business  manager. 

9.  Firms  blacklisted.     Reasons.      (See  union  paper  for  union  shop  list.) 

10.  Use  of  union  label. 

11.  Benefits  offered  by  local  unions. 

References. 
For  Student  Teachers. 

Nelson's  Cyclopedia.      (See  also  Strikes.) 

Ely,  R.     "The  Labor  Movement  in  America."     Chapters  V,  VI,  VII. 

Commons,  John.     "Trade  Unionism  and  Labor"   (Select.). 

Mitchell,  John.     "Organized  Labor." 

Gompers,  Samuel.     "Labor  in  Europe  and  America."     pp.  92-118. 

American  Magazine,   72  :  547-552 — Darrow,  Clarence.     "Why  Men  Fight  for  the 

Closed  Shop." 
World's  Work,  27 :  255 — "The  Sherman  Act  and  Labor." 
Outlook,  107 :  437 — "Department  Stores  and  Union  Labor." 
Survey,  32  :   538 — Fitch,  John  A.     "Probing  the  Causes  of  Unrest  of  Miners  of 

Butte,  Montana." 
World's  Work,  28 :  257 — "The  Unions  and  the  Sherman  Act." 
Survey,  31 :  429— "The  Case  of  the  Danbury  Hatters." 

World's  AVork,  28  :  575 — Eliot,  Chas.     "Injurious  Policies  of  Labor  Unions." 
Survey,  33:  285-6 — "Criticisms  of  Existing  Unions." 

Literary  Digest,  51 :  765-6 — "Union  Labor  Crippling  the  British  Arms." 
Literary  Digest,  50 :  86-7 — "Union  Men  to  Pay  Boycott  Damages." 
Popular  Science   Monthly,   87  :   50-5 — MacLean,   Annie  M.      "Trade   Unionism   vs. 

Welfare  Work  for  Women." 

Note. — The  readings  about  Trade  Unions  are  too  difficult  for  most  of  the 
children.  The  teacher  should  present  the  lesson  orally,  developing  the 
points  suggested  by  the  syllabus.  It  Is  wise  to  state  both  sides  of 
the  question  impartially.  Distinguish  also  between  what  the  unions 
stand  for  and  the  practice  of  some  of  its  so-called  followers. 


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